Lesson video

Hello, everyone, my name is Ms. Barron, and I love writing stories.

So I'm really excited for today's lesson because we are going to be doing some story writing together.

But before we do, I wanted to ask you your thoughts about the question I left you with at the end of Lesson 7.

Do you remember, I asked you to have a think about when in the story you think Jack feels most unsafe? And that's because we're learning all about problems at the moment, aren't we? And safety is one big problem that Jack faces in our story.

So when do you think Jack feels most unsafe? Go on, have a go.

Tell me your screen now.

Say, "I think Jack feels most unsafe when.

." Tell me your screen.

Really interesting.

I heard some different ideas there, and all of them could be right because he feels unsafe at lots of different moments in the story.

I think he feels most unsafe probably, when the giant is chasing him down the beanstalk, because I can just imagine Jack looking behind him and seeing the giant getting closer and closer, ready to reach in and grab him.

I think he'd be really scared then and feel really unsafe at that moment.

Now we're going to look more about Jack's safety in the next few lessons.

Today, we're going to focus on another problem that Jack faces, the problem he faces at the beginning of the story.

In today's lesson, we are going to be writing the opening section of our story, really making the problem matter.

So in a bit more detail, first today, you are going to do a spelling activity.

Then we are going to retell and sing the opening section of our story.

Then we're going to run through our problems that matter toolkit again to remind us.

We're then going to do some shared writing.

And finally, you will have a go at a little bit of independent writing on your own.

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.

If you have it, you can get your boxing upgrade from Lesson 6 as well.

But don't worry if you don't, you can just use mine.

Pause the video now and go and get those things if you need to.

Super job, you're back and ready to start the learning today.

So we're going to begin with our spelling activity.

As you know, at the moment, we are learning how to make nouns plural.

Now I wonder if you can remind me what a noun is.

Have a go.

Go and tell me your screen now.

Say, "I think a noun is.

." Great effort.

I'm really impressed.

A noun is a naming word, isn't it? It names a person, place, or thing.

So let's take a look at those nouns in the coloured boxes on your screen.

So I'm going to read each one first and do an action to go with each word, and then you can join in with me the second time.

Ready? Bus, dress, wish.

Go on, now join in with me.

Bus, dress, wish.

Now those nouns all name things, don't they? And they're all singular at the moment, which means we only have one of them.

Now, if I want to make them plural, meaning that we have more than one of each of those things, I need to do something to the spelling of those words.

So my question to you is: What do we need to add to these nouns to make them plural? Pause the video now and have a think about that.

Fantastic effort.

You're back.

Go on and tell me what you think.

Say, "I think we need to add.

." Tell me to your screen.

Shall we see if you're right? We need to add the letters es onto the end of those nouns, don't we? To make them plural.

And that's because there's a rule here that we need to remember.

So if the noun ends in the letters s, ss, or sh, the sounds suh, suh, or shh, then we have to add es to make them plural.

So let's take a look at that with these nouns in the coloured boxes.

So bus, ends in s, the sound ss.

If we want more than one, we have to add es on the end and it becomes buses.

So in a sentence, I might say there are lots of buses on the road today.

Now our next noun was dress, wasn't it? And that ends in ss, the sound suh.

Now, if I want more than one dress, I have to add es on the end, and it becomes dresses.

So in a sentence, I could say I have lots of dresses hanging in my wardrobe.

And then our final noun was wish.

And look at the ending there.

It ends in the letters sh, doesn't it? The sound shh.

So if I want more than one wish, then I have to add the letters es on the end, and it becomes wishes.

So I could say when I rubbed the genie's lamp, I made three wishes.

So that's our rule.

If the noun ends in s, ss, or sh, the sounds suh, suh, or shh, then we need to add es on the end, the suffix es, to make those nouns plural.

Now then, I would like you to make up your own story sentence with each of our plural nouns today.

So here's my example, and I've used our plural noun buses.

Have a listen.

Jack never had any money to catch buses.

So that's my sentence.

And notice I've got a capital letter at the start and a full stop at the end, haven't I? I would like you to make up your own story sentences now with those plural nouns.

You might just like to say them out loud, or you might want to write them down too.

Pause the video now and do that.

As you know, we are going to be writing the opening of our story today and really making the problem matter for Jack, really making the reader care about Jack's problem.

And what is the problem for Jack at the beginning of the story? Well, it's the fact that he and his mum haven't got any money.

They are really poor, and because they're so poor life is extremely hard, and they don't even have anything to eat.

They get to the point where they have to sell their last possession, don't they, their cow? Now to help us with our writing today, to help us prepare for writing, we are going to retell and sing that opening story section.

So let's first use our boxing upgrades to help us retell that first opening box of our story.

So listen to me do it first, and then I would like you to have a go.

So, once upon a time, there was a young boy called Jack who lived with his mum in a small cottage.

They were very poor.

Sometimes Jack would look at his mum and say, "Mum, where is Dad?" But Jack's mom would just shake her head, look down and begin to cry.

Often, they have so little money that they couldn't afford to buy food.

Jack's tummy would rumble all the time and he would look at the table and there would just be one piece of bread left.

And then, he would look at his mum and see his mum wiping tears away from her eyes.

He hated seeing her that sad.

He wished there was something he could do, but he was just a young boy.

He could see his mum thinking, "How am I going to feed us? What are we going to do? If we don't get money soon, we'll starve." And then she said, "Jack, this is going to be really difficult, but we're going to have to sell our cow." Okay, so that is the opening of the story.

Did you notice how I added more detail there? To try and really bring out the problem that Jack faces, his problem of being poor and showing what the characters are thinking, what they're feeling about it, and what they decide to do about it.

I would like you now to have a go at telling the opening section of the story in a bit more detail, really trying to show why the problem of being poor matters for Jack and his mum.

So pause the video now and have a go.

You can use your boxing upgrade, or you can use my one that's there on the screen for you.

Have a go at that.

So now we've retold that opening section, we are going to sing it, and I have written a song for us to the tune of "London's Burning." Now, this is going to help us remember what happens in the opening and also really bring out the seriousness of the problem and how much suffering it's causing Jack and his mum.

So I'm going to sing each verse twice.

The first time I would like you just to look and listen, and then the second time you are going to join in with me and we'll sing it together.

Now, I'd also like you to take notes of the way I use my voice and my facial expressions, as well as my actions to show how serious the problem is.

So are you ready? The song goes like this.

♪ Life is hard, life is hard ♪ ♪ We have no money, we have no money ♪ ♪ No food, no food ♪ ♪ We are hungry, we are hungry ♪ Okay, this time, I'd like you to join in with me, and I'd like you to try and use your voice, your facial expressions and your actions in the same way to really make the problem matter.

So let's have a go together.

Ready? ♪ Life is hard, life is hard ♪ ♪ We have no money, we have no money ♪ ♪ No food, no food ♪ ♪ We are hungry, we are hungry ♪ Brilliant job! Now let's listen to the second verse.

Watch and listen first, and then you're going to join in with me.

♪ We have no choice, we have no choice ♪ ♪ We must sell her, we must sell her ♪ ♪ So sad, so sad ♪ ♪ But we must eat, but we must eat ♪ Again, I'd like you to join in with me now.

We're going to get together and use your voice, your facial expressions and your actions in the same way to bring out the sadness.

Okay, let's go.

♪ We have no choice, we have no choice ♪ ♪ We must sell her, we must sell her ♪ ♪ So sad, so sad ♪ ♪ But we must eat, but we must eat ♪ Fantastic effort.

Now, what I would like you to do is pause the video and sing that song all the way through on your own.

Now you might like to do it with somebody else in your household or maybe with one of your toys.

I'd like you to have a go at singing the song all the way through, from the start to the finish.

So pause the video now and do that.

So now that we have retold and sung the section of the story that we are going to write today, before we write, we just need to remind ourselves of our problems that matter toolkit.

You can see that I have got my toolkit on my piece of paper here, and that's to help remind me what I need to include in my piece of writing, and you can use it to help remind you too.

So we know that we need to make the problem hard to solve.

Somewhere in our writing, we're going to say what might happen if it's not solved.

Somewhere, we're going to say what the character is thinking about the problem, what they're feeling about the problem, and what they decide to do about it.

Now, it doesn't have to be in this order.

Somewhere in our piece of writing, we are going to try and include all of those things.

Now we've got our toolkit, we are ready for our shared writing.

We know the problem in the opening is that Jack is really poor, and that means that he's really struggling to eat.

There's nothing for him to eat; they're so hungry, so I'd like to begin with his hunger.

Now, I want you to imagine that you're really hungry.

What might you do if you're hungry or what might your body do? Sometimes when we're really hungry, our tummy starts to do things.

So what did Jack do that tells us he was hungry or what might his body do? Can you tell me your idea to the screen now? I am hearing some brilliant ideas.

Let me share three ideas I heard with you.

I heard you say that Jack felt his tummy rumble.

Now, I like that because that tells me that he's definitely feeling so hungry that even his stomach is making noises.

Have you ever felt that? I definitely have.

So Jack felt his tummy rumble.

I heard somebody say that Jack rubbed his tummy.

So I liked that because it almost makes me think that the hunger is painful for Jack.

It's causing him pain, so he has to actually rub his stomach to try and make himself feel better.

And then I heard somebody say that he looked in the empty fridge.

So I can just imagine Jack being so hungry, and he goes over to the fridge to find something only to find it empty.

Now you might like to choose one of those ideas for your piece of writing.

Keep it in your head if you do.

I think I'm going to choose the first one for our shared piece.

So I'm going to say Jack felt his tummy rumble.

Again, I liked that because it's the body making sounds, showing just how hungry he really is.

So there's our sentence.

Jack felt his tummy rumble.

Say it with me.

Jack felt his tummy rumble.

Okay, so I'm going to write it.

Watch me write it.

I know I need a capital letter at the start of my sentence and because it's a character's name.

So capital J for Jack.

Jack felt.

So remembering my finger spaces.

Felt, fuh, eh, luh, tuh, felt.

Jack felt his tummy.

Tuh, uh, mm, ee, tummy.

Now there are two m's in tummy, and the sound at the end is our happy e sound spelled with a Y like on the end of happy.

Jack felt his tummy rumble.

Now watch me write rumble.

Ruh, uh, mm, buh, and then the last two letters, rumble.

Jack felt his tummy rumble, full stop at the end of my sentence.

Now then, let's start our next sentence.

He was so hungry.

Now, what did it feel like for Jack to be that hungry? So we're going to start the sentence.

He was so hungry, what's it feel like? Go on, see if you can finish that sentence for me.

Again, some really fantastic ideas.

I heard you say, "He was so hungry it hurts." I heard somebody say, "He was so hungry it was painful." And I heard somebody say, "He was so hungry he cried." Gosh, imagine being that hungry.

Now, I think I'm going to choose he was so hungry it was painful for our shared piece.

Now I like painful because it just really shows how much it's affecting him, what's it's doing to his body to be that hungry.

So you might like one of those options or you might have a different idea of your own.

Try and keep it in your head for when you come to write your sentence.

My sentence is going to be he was so hungry it was painful.

Say it with me.

He was so hungry it was painful.

So capital letter at the start of my sentence, he, H-E spells he, one of our high-frequency words.

He was.

Another high frequency word that we know by now.

He was so hungry.

Right, sound out hungry with me.

Ready? Huh, uh, ng, ruh, ee, hungry.

And again, that e sound is spelled with a Y like on the end of happy.

He was so hungry it was.

Now sound out painful with me.

Painful, puh, ae, uhn, full, fuh, uh, uhl, painful.

He was so hungry it was painful.

And I need a full stop at the end of my sentence, don't I? Okay, so now I would like you to write your first two sentences.

You might like to start in the same way I did.

If you do, your sentence stems are in black on the screen.

And then in the blue boxes, there are the options that you gave me.

The ones that I talked you through when I was writing my sentences with your help.

So you might like to choose from one of those or you might have different ideas of your own.

So I would like you to pause the video now and write your first two sentences about Jack's hunger.

Pause the video and do that.

Now, for our third sentence, let's have Jack look over at the table and only see one thing left on it to eat.

What could that be? Let's use this sentence stem to help us.

There was only, mm, left.

Go and tell me your idea.

What could it be? These are fantastic ideas today.

Well done! I can really sense that you're imagining being in Jack's shoes, really imagining being that hungry.

I heard somebody say "There was only one slice of bread left." I heard somebody say, "There was only half a sandwich left." And I had somebody say, "There was only a carrot left." Now all of those ideas are really great for our piece of writing because they all show just how little food was left.

And it's not even just for Jack, is it? He has to share it with his mum.

Now you have a think about which one of those options you would like for your story writing or whether you have a different idea of your own.

Keep it in your head if you do.

For my sentence, for our shared piece, I'm going to choose the first one, I think.

There was only one slice of bread left.

I can just imagining him cutting it into two halves and them having half each, and then being still so hungry afterwards.

So there's our sentence.

There was only one slice of bread left.

Let's tap it out on our shoulders.

There was only one slice of bread left.

Let's count the words on our fingers.

Do it with me.

Ready? There was only one slice of bread left.

That's eight words, so I'm just going to write eight down here to remind me.

Now, watch me write our sentence.

So I'm going to start with the word there, a sight word, and I need a capital letter.

Watch me write it.

There, T-H-E-R-E spells there in the way we need it in this sentence.

The was only, there was only one slice.

Watch me write slice.

It's tricky to spell.

Slice of bread, of bread left, uhl, eh, fuh, tuh, left.

Now let's count the number of words.

One, two, three, four, five, six, seven, eight.

So I've got eight words, but let's just check our sentence makes sense, so let's read it through together again.

That was only one slice of bread left.

Yes, it does make sense, doesn't it? That is the sentence that we said out loud.

And I need to make sure I've got my full stop on the end, don't I? Now it's your turn to write your sentence about what was left on the table.

So you might like to start in the same way.

There is only.

And then choose from one of the ideas in the blue boxes to help you, or you might have a different idea of your own.

So pause the video now and write that sentence.

Now for our next sentence, Jack is going to do something.

He's going to look over at his mum.

So let's start our sentence.

He looked over and saw.

What do you think he saw his mum doing? Go on, tell me your idea to the screen now.

Again, I'm hearing some really great suggestions.

I heard somebody say, "He looked over and saw his mum crying." I can imagine she would be if she was really struggling to feed herself and her son.

I also heard somebody say, "He looked over and saw his mum wiping tears from her eyes." Now I really liked that one because it makes me imagine her really wanting to cry, but trying to keep them back so that her son doesn't see her crying.

And then I heard somebody say, "He looked over and saw his mum gazing sadly out the window." I can imagine that too, because sometimes when we have problems, we look out the window and we think really hard about how to solve them.

So you might like to choose one of those options for your story.

Now, if you do, keep it in your head or you might have a different idea of your own, I think I'm going to choose the second one for our shared piece.

I liked the idea of her trying to stop her tears from rolling down her cheeks so that her son, Jack, doesn't see how upset the situation makes her.

So the sentence is going to be he looked over and saw his mum wiping tears from her eyes.

Now that's a long one, so let me count it on my fingers.

Count it with me on your fingers.

Ready? He looked over and saw his mum wiping tears from her eyes.

That's 12 words, so that's a long one.

I'm going to jot 12 down here.

Let's say it one more time.

Let's tap it out on our heads.

He looked over and saw his mum wiping tears from her eyes.

So help me write it.

Are you ready? Capital H for our sentence.

He, he looked.

Now, sound out looked with me.

Luh, oo, uhk, looked.

Now it sounds like it's a tuh on the end, but it's actually ed because it's a past tense verb.

He looked over and saw his mom, his mom wiping, wiping tears from her eyes.

Now eyes is a tricky one to spell, so watch me spell it.

E-Y-E-S spells eyes.

Full stop at the end of my sentence.

So let's count the words.

One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve.

Yes, but let's check it makes sense as well, that's the most important thing.

Read it with me.

He looked over and saw his mom wiping tears from her eyes.

Brilliant job.

That is the sentence we practised out loud, isn't it? And I know I've punctuated it correctly.

I've got a full stop at the end and a capital letter at the beginning.

Now I would like you to write your sentence.

So you might like to start in the same way, there's your sentence stem in black on the screen.

And your three options you might like to choose from in the blue boxes, or you might have a different idea of your own.

Pause the video now and write that sentence.

Now let's just read through what we have written together so far.

Jack felt his tummy rumble.

He was so hungry it was painful.

There was only one slice of bread left.

He looked over and saw his mum wiping tears from her eyes.

Now we've definitely made the problem hard to solve, haven't we? We know they have nothing to eat and we've made it really serious because we've said there was only one slice of bread left.

We've also said a little bit about what Jack was feeling.

We know he felt his tummy rumble, he felt the pain of being so hungry.

And we've said one thing that Jack did, he looked over and saw his mum wiping the tears from her eyes.

So now you are going to do a little bit of independent writing, and I would like you to write two more sentences of your own about what Jack was thinking and about what Jack did.

So your first sentence is going to be about something Jack thought.

So there's your key question in purple.

What did he think? And you can use the sentence stem in black to help you.

Hmm, he thought.

What could you use to fill in the gap there? And then your last sentence, what did he do? Jack, hmm.

So what did he do? Do you think? So I would like you to pause the video here and write those two sentences on your own.

Have a go.

Fantastic effort with your two sentences on your own there.

Now, while you were busy writing yours, I was busy writing mine.

So here are my sentences.

Take a listen.

"I wish I could help," he thought.

"If we do not get some money soon, we will starve," he thought.

Jack gave his mom a big hug.

So I wrote two sentences about what Jack thought and then a final sentence about what Jack did.

And in one of my sentences about what Jack was thinking, I also included what might happen if they don't solve the problem.

Did you spot that? If we do not get some money soon, we will starve.

So I have now included everything from my toolkit and I've done my five-finger check too.

So I've checked for capital letters, full stops, spellings, finger spaces, and that my work makes sense.

So I would like you to do the same thing now with your piece of writing today, I would like you to read it all through.

I'd like you to check that you have included everything from the toolkit and then do your five-finger check.

So pause the video now and do that, and then you will have your finished piece of writing for today.

Now that brings us to the end of today's learning.

But before we finish, I would love to hear your favourite word or sentence that you have written today.

I'll tell you mine first.

My favourite sentence is Jack felt his tummy rumble.

I like it because it really shows just how hungry Jack was.

Can you tell me your favourite words or sentence to the screen now? Go.

Those are brilliant.

Well done.

I am so impressed with your hard work on your writing today, and I can't wait to carry on writing the next section of our story in the next lesson with you.

In that lesson, we are going to be writing about the section when Jack is trapped in the Giant's castle.

So I will see you then.

Bye.