Lesson video

Hello, everyone, my name is Miss Barron and this is Marcel.

Now you might remember that at the end of lesson six, I left you with a question to think about.

I asked you to have a think about what might happen to Jack if the giant caught him.

I wonder if you had a chance to think about that.

I can't wait to hear your ideas in just a few minutes but before then, Marcel has got a joke for us.

He is desperate to tell us this joke.

So are you ready? Go on Marcel, fire away.

Ah, interesting.

Okay, so Marcel says, "How did Jack know how many magic beans his cow was worth?" "How did Jack know how many magic beans his cow was worth?" What do you think? Go on, tell us to your screens now, tell me to your screen.

I wonder if you're right.

Okay, let's find out from Marcel, shall we? Go on, Marcel, tell us the answer.

He says he used a cow-culator.

Get it? A cow-culator.

Marcel, honestly, I think that's his favourite joke of the week.

Maybe you could go away and tell that joke to somebody else in your household.

Right, now, let's get on with the learning today, shall we? Over the next few lessons we are going to be writing some sections of our story where Jack faces some really big problems. So today we are going to have a look at how writers really make the problems matter for the characters in stories.

So this is what today's lesson is going to look like in a bit more detail.

First, we are going to do a quick grammar focus.

Then we are going to read as a writer, which means that we are going to have a look at a piece of writing where the writer has really made the problem matter.

And we're going to think carefully about how the writer has done that, so that we can do the same things when we come to write.

Then we are going to create our problems that matter toolkit.

So a list of things that we are going to do in our writing over the next few days.

And then finally you are going to have a go at writing a thought bubble in role as Jack at one of the key problem moments in the story.

So in today's lesson, you will need an exercise book or a piece of paper to write on and a pencil to write with.

So pause the video now and go and get those things, if you need to.

Now, before we get onto our grammar focus, I would just quickly like to hear your thoughts on the question I asked you at the end of lesson six.

Do you remember? I mentioned it at the start of this lesson.

The question was, what do you think would happen to Jack if he got caught by the giant? So to help you, I've got three options here that you might like to choose one or you might already have your own idea.

So here are my three options.

Number one, the giant would lock him up in a dungeon.

Number two, the giant would eat him or number three, the giant would make his mom sell her house to get Jack back.

Which one of those options do you think is most likely to happen to Jack if he gets caught by the giant? Or you might have a different idea of your own that you would like to tell me.

So go on tell me to your screen now.

Say, I think, tell me to your screen.

A few different ideas there, interesting.

Should we ask Marcel what he thinks? Okay, Marcel, so what do you think would happen to Jack if he got caught by the giant? Ah, so Marcel thinks, option number two.

Marcel thinks the giant would eat him.

And that's because in the story, the giant's husband says to Jack when he arrives at the castle, "Go away or my wife will eat you." Do you remember that from the story? I think I agree with you, Marcel.

The husband does say that.

So I think it's really likely that the giant would eat Jack.

That would be terrible.

That is a really big problem, isn't it? We're going to come back to that later, but for now, let's move on to our grammar focus for today.

For our grammar focus today, we are going to come back to the personal pronoun, I.

Now remember, we use the personal pronoun, I, when we are talking in the first person either about our true selves or in role as a character from a story.

So if I was talking about my true self, I might say, I like strawberry ice cream.

Did you spot the personal pronoun, I, in my sentence? I like strawberry ice cream.

It came right at the beginning, didn't it? Before the verb.

And I'm using it to talk about myself.

Now, if I was to get into role as a character from a story, I might get into role as the man who sells Jack the magic beans in return for his cow.

So listen carefully to me read these sentences on the screen in role as that man from the story and see if you can spot the personal pronouns, I.

Are you ready? I will give you the magic beans, if you give me your cow.

I promise these beans will change your life.

So that was me in role as the man from Jack and the Beanstalk who sells Jack the magic beans.

Did you spot the pronouns, I, in those sentences? I would like you to pause the video now and put your finger on the personal pronouns, I, that you can spot.

Pause the video and do that now.

Fantastic effort, did you spot them? Should we take a look and see if you were correct? There they are.

At the beginning of both of those sentences.

I will give you the magic beans if you give me your cow.

I promise these beans will change your life.

So notice that the personal pronoun, I, is always, always written with a capital letter, that's important to remember.

Okay, now I would like you to write your own sentence in role as Jack when you come home and tell your mom about the beans.

What might you say? So I'd like you to use the personal pronoun, I, somewhere in your sentence.

You're going to get into role as Jack and tell your mom about the magic beans when you get home.

Remember to use the personal pronoun, I.

Pause the video now and write your sentence.

Okay, fantastic efforts.

I would love to hear your sentence.

Can you tell me to your screen now what you wrote? Go on, tell me to your screen.

I just heard some brilliant sentences in role as Jack.

I could really sense your excitement when you got home to tell mom about the magic beans.

Should we hear Marcel's sentence? He's got his ready and he's really excited to share it with you.

Here he is.

Go on, Marcel, tell us your sentence.

What did you write in role as Jack? Ooh, real excitement there.

This is what Marcel said, "Mom, mom, you'll never guess what, I sold our cow for some magic beans today." That was Marcel's sentence.

Did you spot the personal pronoun, I, in there? It was in the middle, wasn't it? "Mom, mom, you'll never guess what, I sold our cow for some magic beans today." Brilliant job.

So that's a quick reminder about the personal pronoun, I, and we'll be using that in our writing later on in this unit.

So keep it in mind.

But for now, let's move on to what we're going to do for the focus of today's lesson, which is to read as a writer.

Over the next few lessons, we are going to write some sections of our story where Jack faces some really big problems. And to help us with our writing, today we are going to read a piece of text, a piece of story, and we're going to have a think about how the writer has made the problem really matter for the character, and how the writer has made us as readers really care that the character solves this problem.

And we're going to do that with a story which you might already know.

The story of Little Red Riding Hood.

Before we begin, let's just take a look at three key words that we are going to find in our reading today.

So my turn, your turn, are you ready? My turn first.

Snarled, your turn.

Brilliant, again.

Snarled, your turn.

Fantastic, now take a look at the picture of the tiger snarling on your screen.

To snarl means to bear your teeth aggressively, which means to bear your teeth wanting to cause harm or danger, just like the tiger is doing there.

So often, animals snarl.

For example, tigers, lions, or wolves.

In a sentence, you might say the tiger snarled at the hunter.

Okay, let's move on to our next word.

My turn, your turn again.

Ready? My turn first.

Razor, your turn.

Brilliant, again.

Razor, your turn.

Fantastic, and you can see a picture of a razor there cutting through a chilli pepper.

A razor is a really sharp tool.

So you might say in a sentence, for example, the tiger's teeth were razor-sharp.

And the final words, my turn, your turn.

My turn first.

Trembled, your turn.

Brilliant, trembled.

Your turn, fantastic.

Tremble means to shake with fear.

So in a sentence, you might say her legs trembled when she saw the tiger.

Okay, now we're ready to read.

Okay so listen carefully to me read this section of story from Little Red Riding Hood.

Remember, we're thinking about problems today.

So as I read, see if you can work out what you think the problem is that Little Red Riding Hood faces.

Okay, I'm going to begin.

There was the wolf.

It licked its lips and snarled.

Red could see its razor-sharp teeth.

How am I going to escape? she thought.

She froze.

Her hands were sweating and her legs trembled.

If I don't think of something soon, it's going to eat me, she thought.

What should I do? Shall I scream for help? Shall I run away? Shall I stay calm? She decided to stay calm and tell the wolf that her grandma was expecting her.

So there's our section of story.

I wonder if you could work out already what the problem was that Little Red Riding Hood is facing.

So to help you out, I would like you to think about that question now a bit more carefully and use these sentences to help you.

So my question to you is, what is Red's problem? Let me read these lines again to help you.

There was the wolf.

It licked its lips and snarled.

Red could see its razor-sharp teeth.

How am I going to escape? she thought.

I would like you to pause the video here and have a look, have a careful look at those sentences and see if you can work out what the problem is that Red is facing.

Put your finger on it when you find it in the text.

Pause the video now and have a go at that.

Fantastic effort, well done.

Now go on, tell me what you think.

Tell me what you think Red's problem is.

Say, I think the problem is.

Tell me to your screen.

Well done, what a super effort.

You have got that bang on.

And here's the bit that tells us in the text.

The problem is the wolf, isn't it? There in that first sentence.

The problem that Red faces is there is a wolf.

And why do we know that's a big problem? Because it licked its lips and snarled, which tells us that it wants to do Red harm.

This wolf is dangerous.

And the fact that it licked its lips, tells us that it might want to eat her.

Did you notice the phrase, razor-sharp teeth in the next sentence? Red could see its razor-sharp teeth.

Razor was one of our key words, wasn't it? So we know that the wolf's teeth are extremely sharp.

As a reader, we can picture this wolf, licking its lips, snarling, showing its extremely sharp teeth.

And we know that Red is in trouble.

We know this wolf is dangerous and wants to cause her harm.

So that is the problem she faces.

Now then let's have a think about what will happen if this problem is not solved.

What will happen to Red if she does not escape from the wolf? I'm going to read this story section to you again.

Have a listen, see if you can work it out and then I'm going to get you to have a hunt through the text and see if you can find the bit that tells us what's going to happen to her if she does not escape.

So listen carefully.

There was the wolf.

It licked its lips and snarled.

Red could see its razor-sharp teeth.

How am I going to escape? she thought.

She froze.

Her hands were sweating and her legs trembled.

If I don't think of something soon, it's going to eat me, she thought.

So I would like you to pause the video here and put your finger under the phrase, under the words that tell you what is going to happen to Red if she does not escape, if she does not get away from the wolf.

Pause the video now and have a go at that.

Well done for trying really hard to find the words in the text that tell us what's going to happen to Red if she does not solve this problem, if she does not escape from the wolf.

Go on, tell me what you think.

Say, I think, tell me what you think will happen.

Well done, you found it there in the last line.

Brilliant job, it says, "it's going to eat me." That's what's going to happen to Red if she does not escape from the wolf and that is a really big problem, isn't it? That is a problem that really matters because this is about life or death.

If she does not escape from that wolf, it's going to eat her.

So she has to make sure she gets away, doesn't she? It's really important.

Now let's have a look at this next question.

How does Red feel? So imagine, Red is in the woods, the wolf is there in front of her, licking its lips, snarling, showing her its razor-sharp teeth.

She knows it wants to eat her.

How does she feel? I wonder what we can find in this piece of text here that tells us something about how she's feeling at that moment.

So listen to me read these few sentences and see if you can spot something that tells us about how she feels.

There was the wolf.

It licked its lips and snarled.

Red could see its razor-sharp teeth.

How am I going to escape? she thought.

She froze.

Her hands were sweating and her legs trembled.

If I don't think of something soon, it's going to eat me, she thought.

Is there anything that you can spot in those sentences that tell us something about how Red is feeling? This is quite tricky.

I'd like you to think hard about this.

So pause the video now and have another look at that text, at this piece of text on the screen.

See if you could put your finger under some of the words that tell us something about how she feels.

So pause the video now and have a go.

Fantastic effort, you're back.

Now, this one was quite tricky.

So we have to do a bit of working out here, a bit of detective work with our reading from the text.

What do you think? How do you think Red is feeling at this point? Tell me in a full sentence.

Say, I think she feels mm because.

Go on, tell me to your screen.

I am really impressed with your deep thinking there, well done.

Should we ask Marcel what he thinks? Marcel, how do you think Red is feeling? Oh, that's a really good point, Marcel.

Well done for spotting that.

Marcel says that he thinks Red is feeling scared.

She's feeling frightened because it says that she froze.

It says that her hands were sweating and her legs trembled.

And he's right, isn't he? And I know that lots of you spotted that too.

She froze.

If you freeze on the spot, it means that you're so scared you can't move.

And then the next line, her hands were sweating and her legs trembled.

If our hands sweat and our legs tremble that also tells us that we're scared.

Well done for looking carefully in the text to find some of Red's thoughts.

And she's thinking quite a few things, isn't she, at this moment and I'm not surprised.

I would be too if I was standing in front of a wolf that wanted to eat me.

Now can you tell me one of the thoughts you found? Tell me one thing that Red is thinking.

Say, Red is thinking, mm.

Go on, tell me to your screen now.

Well done, you have done a super job spotting some of her thoughts.

Shall we have a look at them in order? Here's her first thought in that fourth sentence.

How am I going to escape? she thought.

Remember, I told you to look for the words she thought at the end of the sentence? And then if you go back and read before them, you'll find what she's thinking.

So her first thought is, how am I going to escape? Let's have a look at her next thought.

If I don't think of something soon, it's going to eat me.

So first she's thinking about how to escape.

Next, she's thinking about what will happen if she doesn't, she's going to get eaten.

And then all of these questions start running through her mind, don't they? She's thinking about all of these different things that she could do to try and escape.

Let's have a look.

What should I do? Shall I scream for help? Shall I run away? Shall I stay calm? So all of those questions are thoughts that she's having about what she could or should do to escape from this wolf.

And again, all of those thoughts tell us how scared Little Red Riding Hood is.

Now, then, let's have a look at our final question.

What does she do? So what does Little Red Riding Hood decide to do? Now, I'm not going to read these sentences for you this time.

I would like you to have a go at doing this on your own.

So I'd like you to read through that text again and see if you can find the part of the story that tells us what she decided to do.

Put your finger under the words or under the sentences that tell you when you find them.

So pause the video now and have a go at that.

Amazing effort, well done.

Did you spot the part of the story that tells us what she decided to do? It's here at the very end of our story section, isn't it? She decided to stay calm and tell the wolf that her grandma was expecting her.

So after thinking about all of those options.

Shall I scream for help? Shall I run away? Shall I stay calm? She decides to go with the last one, doesn't she? She decided to stay calm and tell the wolf that her grandma was expecting her.

Now I wonder why she decided to do that.

Why did she choose that option, do you think? Should we ask Marcel? Marcel, why do you think Little Red Riding Hood decided to tell the wolf that her grandma was expecting her? Oh, that is a really good point.

So Marcel thinks that she decided to do that so that if she didn't arrive at her grandma's on time, her grandma would send help.

Her grandma would send people out to look for her and then they would find the wolf.

So she does it to make the wolf think that if he does something to her and she doesn't turn up to grandma's on time, people will be sent out to look for her and then he'll be in trouble.

So that's quite quick thinking from Little Red Riding Hood, isn't it? A clever decision.

So now we've looked really carefully at that section of little Little Red Riding Hood today, we now know what writers do to make the problems really matter in stories and how to make the reader care that the characters solve their problems. So we have found out that writers do five main things today, and those things are going to become our toolkit, our set of tools that we can use in our own writing to help us make the problems matter in our stories that we write.

So over the next few lessons when we come to write about the problems that Jack faces in Jack and the Beanstalk, these are the five things that we need to do in our writing.

So let's go through them.

First we need to make the problem hard to solve.

Next we need to say what might happen if it's not solved.

Then we need to say what the character is thinking, what the character is feeling and what the character does.

So five things that we need to include in our writing to make the problems matter in stories.

Now to help you remember those five things, I'm going to sing a song for you.

Now I'm going to sing it to you first and then I'd like you to join in with me a second time.

So it goes like this.

♪ You've got to make the problem how to solve ♪ ♪ You've got to say what happens if it's not solved ♪ ♪ You've got to say what the character decides to do ♪ ♪ What they're thinking and feeling too ♪ Okay do you think you can join in with me and sing it the second time? Let's go.

So first line, in fact, I'll sing the first, I'll sing each line twice.

So the first line goes like this.

♪ You've got to make the problem hard to solve ♪ Go on, join in with me.

♪ You've got to make the problem hard to solve ♪ Brilliant job, next line.

♪ You've got to say what happens if it's not solved ♪ Join in with me.

♪ You've got to say what happens if it's not solved ♪ Great job, third line.

♪ You've got to say what the character decides to do ♪ Go on, ready? ♪ You've got to say what the character decides to do ♪ Fantastic.

♪ What they're thinking and feeling too.

♪ With me.

♪ What they're thinking and feeling too ♪ Fantastic, now let's put it all together.

Ready, sing it all the way through with me.

♪ You've got to make the problem hard to solve ♪ ♪ You've got to say what happens if it's not solved ♪ ♪ You've got to say what the character decides to do ♪ ♪ What they're thinking and feeling too ♪ Brilliant, so that's our song that is going to help us remember that toolkit.

So now that we have worked out our toolkit to make the problems matter in stories, I'm going to give you a toolkit challenge.

So one of the things from our toolkit was to say what the character is thinking when they're faced with a problem, wasn't it? So I would like you to write a thought bubble in role as Jack showing what Jack is thinking when he's hiding in the cupboard in the giant's castle.

Now that is one of the problem sections of our Jack and the Beanstalk story, isn't it? Jack is hiding in the cupboard, in the giant's castle and he sees the giant with one of his dad's treasures that should belong to him.

Jack feels like it's really unfair.

He thinks that that object should belong to him and he decides that he wants to get it back.

And he's going to do something about it.

So I would like you to think about what Jack is thinking at that moment in the story.

Draw a picture of Jack in the cupboard and then write your thought bubble to show what Jack is thinking at that moment.

So pause the video now and have a go at that.

And that brings us to the end of our learning today.

Well done on such a super effort coming up with our toolkit to make the problems really matter in stories.

You can use that in any story that you write, but over the next few lessons, we are going to use it to write about the problems that Jack faces in our Jack and the Beanstalk story.

And it's really going to help us make our writing fantastic.

So I can't wait to do that with you.

But before we finish, I would like to do two quick things.

The first is to sing our toolkit song again together just to remind us.

Are you ready? Let's go.

♪ You've got to make the problem hard to solve ♪ ♪ You've got to say what happens if it's not solved ♪ ♪ You've got to say what the character decides to do ♪ ♪ What they're thinking and feeling too.

♪ Brilliant, now I would love it if you could practise singing that song again before we next meet, or if you could even teach it to somebody else in your household or one of your toys, that would be fantastic.

And finally, I have one more thing I'd like you to think about.

Now, today, we thought about the problem of safety for a character, didn't we? And we did that for Little Red Riding Hood, but in our story, Jack also faces some big problems around his safety, doesn't he? Can you think about the time in the story when you think Jack feels most unsafe and tell me why? So when in the story do you think Jack feels most unsafe and why? Have a think about that and get ready to tell me at the start of next lesson.

And I will see you then.

In the meantime, keep telling stories.

Good bye.