Lesson video

Hello everyone.

My name is Miss.

Barron and this is Marcel and we both love stories.

We love telling stories.

We love making up stories and we love writing stories.

So, we really enjoying our story writing at the moment.

Now, we know that we are learning all about problems that matter in this unit.

We're learning how to make the problems really matter in our stories and how to make the reader really care that the character solves their problems. So, I thought we'd start today's lesson by playing a game called what if and what if helps us to think about what might happen if problems are not solved? So, Marcel and I are going to play at first and then it's going to be your turn, once you know what to do.

Marcel is going to ask me some, what if questions.

And I am going to answer by saying what I think might happen.

So, watch and listen carefully.

Go on Marcel, first question.

What if the giant wakes up? If the giant wakes up, she will chase Jack.

Go, next question.

What if the giant catches Jack? That's a good question.

If the giant catches Jack, she will eat him for supper.

Go on, third question.

What if Jack doesn't get justice for his dad? That's a really good question.

Now, do you remember justice? To get justice meant to make some things unfair, fair again, to put something right that was wrong.

If Jack doesn't get justice for his dad, then he will be angry and sad and poor forever.

So, that is our what if game.

Now I would like you to have a go at playing that game with somebody else in your household or one of your toy talk partners.

Now, have a go at playing first, talking about Jack and Jack's problems in the story.

And then if you'd like you can play what if, about another problem that you make up.

So, pause the video now and have a go at playing what if.

Now, in today's lesson, we are going to carry on with our story writing.

And today we are going to write the section of the story when Jack takes back the harp from the giants.

We're going to focus on those two problems of unfairness and safety, not getting caught by the giants.

So, once again today we are going to be practising how to make the problem matter in a story when we write.

Now, that today in a bit more detail, first we are going to do a spelling activity.

Then we're going to retell and sing the story section that we are going to write today.

So, know it really well.

Then we're going to go over our problems that matter toolkit.

So, we know what we need to include in our writing.

We then going to do some shared writing together.

And then you are going to have a go at add little bit of independent writing, doing some sentences of 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 your boxing upgrade from lesson six, you can get that.

But if not, don't worry because you can use mine to help you.

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

Amazing job you are back and ready to start the learning today.

So, let's begin with our spelling activity.

Now, we know that we are learning to make nouns plural at the moment.

So, once again I would like you to just remind me what a noun is.

Go on, I think you know now.

So, say I think an noun is , tell me to your screen.

Absolutely brilliant, well done.

I think you now have really learned what a noun is.

A noun is a naming words.

It names a person, place or thing.

So, let's take a look at our nouns in the coloured boxes on your screens today.

So, I'm going to read each one and put an action with each.

I'd like you to look and listen first.

And then you're going to join in with me a second time.

So, these are our nouns, lunch, box, waltz.

Could you work out for my action that's a waltz is a type of dance? So, say that for me, waltz, your turn.

Brilliant, a waltz is a type of dance.

So, read them with me this time and do the action too.

Lunch, box, waltz.

Brilliant job.

Now, what do you think we need to add to the ends of those nouns to make them plural? Remember plural means that we have more than one of them.

So, pause the video here and have a think about that.

What do you need to add to the ends of those words to make them plural? Brilliant, you're back go and tell me what you think.

Say, I think you need to add , tell me to your screen.

Well done, some really fantastic thinking today.

You're right.

We need to add the letters ES to the ends of those nouns to make them plural.

Now, here's why this is the rule that we need to follow.

If the noun ends in the letters, CH like lunch, X like box, or Z like waltz, then we need to add the letters or the suffix that's the proper name.

The suffix ES on the end to make them plural.

So, listen again.

If the noun ends in the letters, CH or the sound the letter X or the sound or the letters that the sound , then we need to add ES to make them plural, okay? So, lunch becomes lunches, in a sentence I might say, I really enjoyed my school lunches this week.

Box becomes boxes, in a sentence I might say I moved house last week, so I have lots of boxes.

And waltz becomes waltzes in a sentence I might say at the party on Saturday, I danced lots of waltzes.

So, those are those nouns in the plural used in sentences.

And I would like you now to have a go at putting them in your own story sentences, if you can.

So, here's my story sentence, Jack and his mum dance lots of waltzes to the music of their new harp.

So, I used the plural noun waltzes in my sentence, didn't I? Listen again, Jack and his mom, danced lots of waltzes to the music of their new harp.

Now, I would like you to have a go at putting each of those plural nouns into your own story sentences.

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

Fantastic job, now I can't wait to hear your favourite sentence.

So, can you tell me your favourite sentence that you have come up with today? Tell me to the screen now.

Those are some brilliant creative story sentences.

Now, I can tell that you're really in the zone for writing today.

So, I'm really excited to get on with our story writing.

Now to help us with that.

We know that we're learning how to use the personal pronoun, I as well at the moment, aren't we? We've been practising that a lot.

So, we're going to practise that one more time today, because personal pronoun I is definitely something that we are going to be using in our writing when we write in role as Jack.

So, here's my two sentences.

See if you can spot the personal pronoun, I.

Now, this is in role as the giant from the story.

So, I'm going to put on my best giant voice, ready? I love the sweet music and my golden harp.

I'm so glad I stole it.

So, those are my two sentences.

Did you spot the personal pronouns I, in those sentences? Pause the video now and put your finger over them.

So, you know where they are.

Fantastic job, you're back.

Should we see if you spotted them? There they are.

I love the sweets music of my golden harp.

I'm so glad I stole it.

So, remember we use the personal pronoun, I to write in the first person, don't we? When we're writing as ourselves, either as our true selves or in role as a character from the story.

And that's how we writing here isn't it? In role as the giant from the story.

So, I would like you to write your own sentence now in role as Jack, about what you will do to escape the giant this time.

So, remember this is the scene in the story where the giant has the harp and is listening to its sweet music.

So, imagine you're Jack what will you do to escape the giant this time? And use the personal pronoun I, somewhere in your sentence.

Pause the video now and have a go at that.

Okay so, let's get on with the main part of today's lesson.

Now, we know that we are writing that really exciting section of our story today.

When Jack takes back the harp and wakes the giants and then we've got that really big problem haven't we? Of Jack getting away from the giant without being caught and making sure that he gets justice for his father, making sure that he makes something that was unfair, fair again.

So, that he takes back what is rightfully his.

So, we are going to first retail that section of the story and we're going to use our boxing upgrade again to help us.

Now, if you've got yours in front of you, you can use that when you come to retell it.

If not, you can use mine on the screen but first I would like you to watch and listen as I retell this story section first, are you ready? "Oh, no," thought Jack.

"I've woken the giant," thought, thought, thought.

He felt the clouds tremble beneath his feet.

The giant was getting closer.

"What if she catches me? "She will eat me for sure.

"What will mum do without me?" He ran as fast as his legs could carry him.

He could feel his hands sweating, his heart pounding, his legs trembling.

He ran as fast as he could down that beanstalk.

When he got to the bottom, he shook his fist and snarled at the giants.

"You killed my dad.

"I'm having my harp back" and he grabbed an axe.

So, that's is me telling that section of the story, really bringing out the problem of getting away from the giant safely and the feeling of making sure he gets justice that he makes what was unfair, fair again.

I would like you to have a go at telling that section of the story yourself now.

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

Well done, retelling that section of the story there.

So, now that you've retold it, we are going to sing it.

And again, my song is to the tune of London's Burning, because we know that tune really well now.

I'm going to sing each verse twice.

The first time, I'd like you just to look and listen, take notes as always of the way I use my voice, my facial expressions and my actions to really bring out the problem in that section and show why it matters.

And then you're going to join in with me a second time.

So, the song for this section of the story goes like this.

♪ Giant chasing, giant chasing ♪ ♪ Running sweating, running sweating ♪ ♪ Quick go, quick go ♪ ♪ She's right behind me, she's right behind me ♪ Okay, you ready to join in? Did you notice the panic and the fear in my face and my actions showing the desperation to get away from the giants? So, I'd like you to try that, do it with me this time.

Ready? ♪ Giant chasing, giant chasing ♪ ♪ Running sweating, running sweating ♪ ♪ Quick go, quick go ♪ ♪ She's right behind me, she's right behind me ♪ Okay, well done.

And the next verse goes like this.

♪ You can't have it, you can't have it ♪ ♪ The harp is mine, the harp is mine ♪ ♪ You stole it, you stole it ♪ ♪ I want justice, I want justice ♪ Okay, join in with me.

Remember, get the sounds in your voice to show that panic and fear, get the actions and your facial expressions, ready to show the anger.

So let's go.

♪ You can't have it, you can't have it ♪ ♪ The harp is mine, the harp is mine ♪ ♪ You stole it, you stole it ♪ ♪ I want justice, I want justice ♪ Brilliant job and remember justice means fairness.

Justice is about making something fair that was unfair.

It's about putting something right, which was wrong.

So, remember the giant killed Jack's dad and stole all of his treasure.

That's an injustice.

Jack wants justice.

He wants to make that right again.

He wants to make it fair.

So, that's that section of the story through song.

Now, I would like you to pause the video here and sing that song all the way through now.

You might even like to pause a bit longer and teach somebody else in your household the song or even sing it to one of your toys.

So, pause the video here and do that.

Before we start writing, let's just remind ourselves of our toolkits.

Remember there are five key things that writers do to make the problems matter in stories.

So, let's just remind ourselves what those are.

We need to make the problem hard to solve.

We're going to say what might happen if it's not solved.

We're going to say what the character is thinking, what the character is feeling and what the character does.

So, those are our five key things that we are going to include in our writing today.

Now, let's sing our toolkit song just to help us remember that a bit more clearly.

So, join in with me if you can.

I'll sing it twice, just in case you'd like to listen to it first and join in the second time.

So, remember our toolkit song goes like this.

♪ You've got to make the problem, how to solve ♪ ♪ Say what might happen if it's not solved ♪ ♪ You've got to say what the character decides to do ♪ ♪ What they're thinking, feeling too ♪ Okay, join in with me again.

Let's go.

♪ You've got to make the problem, how to solve ♪ ♪ You've got to say what might happen if it's not solved ♪ ♪ You've got to say what the character decides to do ♪ ♪ What they're thinking, feeling too ♪ Brilliant, so that's our song help us remember our toolkit for our writing.

So, now we're ready to do some shared writing together.

Okay now like you saw, you can see I've got my toolkit on the side of my page, so that I can see it as I'm writing to help reminds me what I need to include in my writing today.

Now, I'm not going to run through it with you, because we know it really well by now.

So, let's begin by thinking about our story scene.

Now, we know that Jack has just taken the harp, off the giant's table and it's made a sound.

He's running with the harp and he's woken the giant up.

So, let's have a thought from Jack.

What do you think Jack might be thinking at that moment in the story? He knows he's woken the giant.

What might he be thinking? Go on, tell me your idea to the screen now.

I am hearing some fantastic ideas.

I heard somebody say, "Oh no." So, he might be thinking, "Oh no." I can imagine he might think that because he knows now that he's in danger.

I had somebody else say, "I'm in trouble now." I can also imagine him thinking that too.

He knows he's in trouble.

And I heard somebody say, "She's coming for me," thought Jack.

And again, I liked that idea because it shows that he knows the giant is chasing him.

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

Let me tell you them again.

"Oh, no," thought Jack.

"I'm in trouble now," thought Jack, or "she's coming for me," thought Jack.

All of those show danger, don't they? And he knows he's unsafe.

And that is a big problem at this moment in the story, he's got to escape and stay safe from the giant without being caught.

Now, I think I'm going to choose, "I'm in trouble now," thought Jack, because I think that really brings out the danger.

He knows he's in serious danger.

So, my sentence is going to be, "I'm in trouble now thought Jack," let's say it together.

Count it our fingers, ready? Count the number of words, I'm in trouble now, thought Jack.

That's six words, so watch me write it.

Capital letter to start my sentence.

I'm is written capital I apostrophe , I'm, short for I am.

I'm in trouble now, watch me write trouble.

I'm in trouble now, now.

Now, I'm in trouble now thought Jack.

Thought Jack.

Now, thought is a tricky word to spell but we've used it quite a lot now.

So, hopefully you're starting to get the hang of it.

I'm in trouble now thought Jack, full stop at the end of my sentence.

And my thought is going to go in inverted commas.

I'm in trouble now.

That's what he's thinking.

That's what goes in inverted commas, thought Jack.

Now, then my next sentence, we're going to write something about what he felt.

So, oh, I wonder what could he feel? Now, I'm thinking a bit more about, what he could feel under his feet.

He's running over the clouds, trying to get back to the beanstalk as fast as he can.

And he can feel the giant behind him.

What might be happening to the clouds? Go on, tell me your idea now, what do you think? Now, our next sentence is going to tell us something, about what Jack felt, but rather than something that he felt on the inside, I think let's talk about what the ground felt like, beneath his feet.

So, he's running over the clouds.

The giant is chasing him.

Remember big, heavy footsteps.

So, what does the ground feel like beneath his feet or the clouds? Go on, tell me your idea to the screen now.

He felt , tell me your idea.

Again, some brilliant ideas.

I heard somebody say he felt the clouds tremble.

Now, I really like that verb tremble, because it's linked to fear, isn't it? We know we tremble when we're scared, he felt the clouds tremble.

I heard somebody else say he felt the ground shake.

And I can really imagine that under those heavy footsteps of the giants.

And I heard somebody say he felt the beanstalk wobble.

Gosh and that makes me feel like it's going to be really scary for Jack to get away.

He's going to be climbing down that wobbly beanstalk.

So, you might like one of those options for your story writing or you might have a different idea, if you do keep it in your head.

Now, I think for our shared piece, I'm going to choose that first option.

He thought the clouds tremble, because I liked that verb tremble.

It reminds me of fear.

So, watch me write the sentence.

He felt, he, capital letter at the start of my sentence remember.

He felt, felt the, he felt the clouds, sound out clouds with me.

Clouds, clouds.

He felt the clouds tremble, tremble full stop.

Now, while you were writing your sentence, I added another.

So, let's read, what've got so far.

"I'm in trouble now thought Jack, "he felt the clouds tremble.

"The giant was getting closer." So, I added that sentence to put Jack in even more danger.

Now, let's have something that Jack is thinking that the giant will do to him if she catches him.

So go on, tell me your idea to the screen.

What will she do to him if she catches him? Fantastic ideas.

I had somebody say, "She will lock me up." I had somebody else say, "She will eat me" and somebody else say, "she will cook me." So, all really terrible things that would happen to him, making it a really big problem that we really care about.

So, oh, have a think about which one you would like for your story writing.

I think I'm going to choose two of them actually.

I think I'm going to choose two of those ideas and use the conjunction and to join those ideas in one sentence.

So, my sentence is going to be, "She will lock me up "and eats me thought, Jack." "She will lock me up and eat me thought, Jack." So, watch me write it.

She will lock, sound out lock with me.

Lock, lock and it's CK at the end.

She will lock me up and eat me.

She will lock me up and eats me thought there's a tricky word again, thought Jack full stop.

"She will lock me up and eat me thought, Jack." Gosh, that really shows the seriousness of this problem and what would happen if it's not solved? Now, then let's have Jack do something now.

So, he's got the harp in his hand.

So, I like you to help me come up with a verb.

So, let's have he the harp tightly, go on and give me a verb.

What did he do with that harp? Tell me your idea to the screen now.

Wow, those are absolutely brilliant verb choices.

I had somebody say, "Clutched, clutched.

"He clutched the harp tightly," which means he really held it tight.

I had somebody say, "He gripped the harp tightly." If we grip something, we really hang on to it tightly.

So, another great verb there and I heard somebody say, "He held the harp tightly." He might even have held it tightly to his chest.

So, it was really close to him.

So, have a think about which one of those you like for your story? I think I am going to choose clutched, clutched because I like that.

It really makes me think that he didn't want to let go.

He clutched the harp tightly.

So, watch me write it.

He clutched.

Clutched, the now it's ED on end, because it's a past tense verb.

So, he clutched the harp, the harp tightly.

So, tightly let's do tight together.

Sound out tight with me.

Tight, tight and then the ly on the end is spelled LY, tightly.

He clutched the harp tightly, full stop.

Now, let's have something that's his feeling again.

How is he feeling and how is his body showing that, what's happening to his body to show his fear? We know he's scared.

So, what's his body doing? Go on, tell me your idea to the screen.

Oh, fantastic.

Again, I'm hearing some fantastic ideas, about what his body's doing to show how scared he is.

So, I'm going to take two of those ideas and write them down.

"He was sweating and his heart was pounding." I love those.

They really show how scared he was, watch me write them.

He was sweating.

He was sweating.

He was sweating.

And, we're going to use and again, to join two ideas in a sentence.

He was sweating and his heart and his heart was, oh let me moved this up.

And his heart was now pounding to pound means to beat hard.

So, if our heart's pounding, it means that we're scared or excited, but in this case, it's scared, isn't it? He was sweating and his heart was pounding, full stop.

Now, those sentences really tell me how scared he was.

Now let's have him do something.

He's going to do something.

So, I think I'm going to choose this sentence.

I'm going to choose, "He ran as fast as his legs could carry him." Watch me write it.

He ran as fast as his legs could carry him.

He ran as fast, oh, let me just go over that for you.

Fast as his legs, his legs could, watch write could.

Tricky side word.

Could carry him, full stop at the end of my sentence.

Brilliant.

"He ran as fast as his legs could carry him." Now, then let's read our piece of shared writing through together and have a look, let's check it makes sense and check that we've included things from our toolkits.

So, read it with me if you like or you can just listen to me read it.

"I'm in trouble now, thought Jack.

"He felt the clouds tremble.

"The giant was getting closer.

"She will lock me up and eat me, thought Jack." "He clutched the harp tightly.

"He was sweating and his heart was pounding.

"He ran as fast as his legs could carry him." So, let's have a look.

We've definitely made the problem hard to solve, haven't we? Because we know that there's a giant chasing him.

And that's really hard to escape from.

Have we said, what might happen if it's not solved? Yes we have, haven't we? Here, "She will lock me up and eat me," thought Jack.

So we have said that.

We've also shown some of Jack's thoughts, haven't we? Here, "I'm in trouble now," thought Jack and here, "she will look me up and eat me," thought Jack.

So, we've got some thoughts.

Have we got any feelings? Yes, we haven't we? We've said that he felt the clouds tremble.

We've also said here he was sweating and his heart was pounding.

And have we said, what's he did.

We have as well haven't we? Here look, "He clutched the harp tightly." That's an action that he did.

And also he ran as fast as his legs could carry him.

So, we've already included everything from our toolkit in our share piece.

So, now it's your turn to write that piece yourself.

Now, here are some sentence stems and some of the options that you gave me when we did our shared writing to help you.

Pause the video now and write your first two sentences.

Brilliant job.

Now, I'd like you to carry on and write your sentence about Jack's thoughts.

What did Jack think might happen if the giants catches him? She will , Jack thought.

And those are your options in the blue boxes.

Or you might have a different idea of your own.

Pause the video now and write that sentence.

Fantastic job.

So, now we're ready to move on to our next two sentences.

Now these, the first one is going to be about what Jack did.

So, remember he clutched, gripped or held the harp tightly.

Which one of those verbs would you like to pick for your sentence? And then a sentence about what he felt.

So, what could he feel body doing to show his fear? And those are some key words to help you, heart, panting, sweating, pounding.

So, have a go at using some of those words in the blue boxes to help you form your sentences, pause the video now and do that.

And then finally you are going to have a go at some independent sentences of your own now.

So, I've got three key questions to help you with that.

The first is what did he do? So, what did he do next? And you might be thinking about him starting to get down the beanstalk at this point.

And then a next sentence.

What did he shout out? So, he's going to shout something out to the giants.

Maybe something about how unfair, the way he treated him has been.

And finally, what did he do at the bottom of the beanstalk? So, how did he defeat the giant at the end of the story? Pause the video now and have a go at writing those three sentences on your own.

Fantastic.

You've worked so hard on that piece of writing today.

Really making the problem matter, really making us as the reader care that Jack solves that problem.

Now, I would like you to reread and edit your work to make sure it's the best it can be.

So, first read it through and check.

You've got everything from your toolkit.

Think about whether there's anything you would like to swap, add or delete to make it even better.

And then do your five finger check.

So, pause the video now and read through and edit your work.

Now, that brings us to the end of our learning today and the end of this unit on Jack and the Beanstalk.

Now, we've been learning all about making the problems matter in stories.

Now, I really would love to see some of your fantastic writing that you have written in this unit.

So, if you would like to please ask your parents or carer to share your work on Instagram, Facebook or Twitter, tagging @Oak National, @KateBarron and #learnwithOak.

I hope you've enjoyed this unit.

I have really enjoyed working with you.

And like I said, I cannot wait to read some of your fantastic writing.

In the meantime keep telling stories, keep writing stories, keep making up stories, keep having fun with stories.

Bye.