Lesson video

Hello and welcome.

My name is Mr. Santhanam, and this is Lesson 4 of 10 from our Jack and the Beanstalk unit.

Today's learning objective is all about how to use coordinating conjunctions.

The reason why using coordinating conjunctions is so important is because we might have two sentences that we might want to join together, and that's how we join them together, by using a coordinating conjunction, but we'll find out more about that later on.

Before we begin, I wanted to sing a song with you, I wonder if you can sing the song with me as well? I will sing it first and then we'll have the lyrics up on the screen so that you can sing along with me as well.

Are you ready? Now I wonder if anyone can tell me what we're really focusing on in our Jack and the Beanstalk story? Is it characters, is it descriptions, or is it problems? Hmm, let's have a think back, what do we think we're really focusing on at the moment? What do you think? That's right, we're really, really thinking about problems and why problems are so important in storytelling.

So our song is all about problems and it goes a little bit like this.

♪ I've got a problem I care about ♪ ♪ Care about, care about ♪ ♪ I've got a problem I care about ♪ ♪ It's really hard to solve ♪ Okay, can you join in with me? ♪ I've got a problem I care about ♪ ♪ Care about, care about ♪ ♪ I've got a problem I care about ♪ ♪ It's really hard to solve ♪ You're doing great so far, the next verse goes like this.

♪ When I think about it, I feel worried ♪ ♪ Worried, worried ♪ ♪ When I think about it, I feel worried ♪ ♪ It's really hard to solve ♪ And now your turn.

♪ When I think about it, I feel worried ♪ ♪ Worried, worried ♪ ♪ When I think about it, I worry ♪ ♪ It's really hard to solve ♪ ♪ I wonder how I'm going to solve it ♪ ♪ Solve it, solve it ♪ ♪ I wonder how I'm going to solve it ♪ ♪ It's really hard to solve ♪ Now your turn.

♪ I wonder how I'm going to solve it ♪ ♪ Solve it, solve it ♪ ♪ I wonder how I'm going to solve it ♪ ♪ It's really hard to solve ♪ ♪ I'm going to ask a friend to help me ♪ ♪ Help me, help me ♪ ♪ I'm going to ask a friend to help me ♪ ♪ It's really hard to solve ♪ Now your turn.

♪ I'm going to ask a friend to help me ♪ ♪ Help me, help me ♪ ♪ I'm going to ask a friend to help me ♪ ♪ It's really hard to solve ♪ Amazing, you did such a good job, I think you should go into a talent show and sing a song.

This song is really helpful for us because it shows us how sometimes that we worry about problems, we think about them, and sometimes we need some help to solve them as well.

Can you think about how, in Jack and the Beanstalk, he worried about his problem? Well, when he was really poor, he didn't have very much money to buy food, and I know that his mommy really worried about that.

She worried so much they had to sell their cow, and when Jack gave the cow away for some magic beans, she worried even more, and that made her quite cross.

I also know that when Jack was up in the clouds, in the castle, he thought about how to solve his problem.

When he saw the magic hen and the piles of gold and he saw the magic harp, he thought to himself, "Hmm, that is not fair, that's not the giant's treasure, that's my treasure and I want to get it back".

So he thought of a plan of how to steal all his treasure back, and that was solving the problem.

But hang on a minute, the bit where we sing about a friend helping us, did Jack have any help at all? Did anyone help Jack? Who do you think? Oh, that's right, there was the old lady with the golden magical wings that did tell him all about what happened to his father, and she told him where the giant lived and that he should go and get his treasure back, so she encouraged him and she did help him in that way.

So often in stories, we think about how hard a problem is, sometimes it makes us not very happy.

We find a way to solve them and we might have some help along the way.

Okay, so in this lesson, you are going to need some paper, a pencil, and your brilliant brain.

Pause the video now while you go and get those things.

Wow, you are a super duper student, amazing, shine to you.

Let's start the lesson.

So first of all, we are going to have a go at doing our problem song.

I want you to really look out for the words that are really, really important in the song.

Then we're going to do our grammar focus, which is going to be all about coordinating conjunctions, then we're going to do an activity to find out which conjunction is the right one to use, and after that we'll do our writing activity.

Let's get started.

So while we're listening to the words from the problem song, I want you to really think about what words are the most important, and how can we explain why problems are so important in storytelling.

Remember our Problems that Matter toolkit is really important for us to refer back to.

This shows that there's always a difficult problem in a story, and the readers have to care about this problem.

Remember our main character, Jack, has faced a problem and it needs to be solved, it needs to be fixed.

So think about what is the main problem in Jack's story? Why is solving the problem so important? What happens if the problem is not solved? And how can we make our readers really care about our problem? So when we come to writing our own story about Jack and the Beanstalk, we're going to really think about these things as we're writing about the problem.

So here I've got the words for the problem song.

I want you to clap and shout out the words in bold, because those are the really important words when it comes to thinking about problems in stories.

Are you ready to sing it with me one more time? You've seen me sing it now so you should be a pro at it.

Let's have a go again.

♪ I've got a problem I care about ♪ ♪ Care about, care about ♪ ♪ I've got a problem I care about ♪ ♪ It's really hard to solve ♪ ♪ When I think about it I feel worried ♪ ♪ Worried, worried ♪ ♪ When I think about it I feel worried ♪ ♪ It's really hard to solve ♪ ♪ I wonder how I'm going to solve it ♪ ♪ Solve it, solve it ♪ ♪ I wonder how I'm going to solve it ♪ ♪ It's really hard to solve ♪ Okay, last one.

♪ I'm going to ask my friend to help me ♪ ♪ Help me, help me ♪ ♪ I'm going to ask my friend to help me ♪ ♪ It's really hard to solve ♪ Can you think about why Jack cares about the problem so much? Can you think about what makes him worry about the problem? Can you think about how he's going to solve the problem? And can you think about what help he had to solve his problem? In our grammar focus today we're going to be looking at coordinating conjunctions, but what is a coordinating conjunction? Here are some that are really important, and if you look at the first letter in pink, you'll notice that they spell out a very interesting word.

The word is fanboys, fanboys, my turn, your turn, fanboys, fanboys.

Now it's really important to remember fanboys because that helps you to remember all the coordinating conjunctions that we use often.

Can you think about how some of these might be used in a sentence? Let's read them together and then you can think about how you might use them in a sentence.

For, for.

Sometimes we say for instead of because, you can say because if you like to, but today we're going to be saying for.

For, for.

And, and.

Nor, nor.

Nor means neither, it means I do not.

But, but.

Or, or.

Yet, yet.

So, so.

So when you're thinking about fanboys, you can really tell what words they are just remembering the first letter, for, and, nor, but, or, yet, and so.

Can you think about any ways we can use these in a sentence? Let's have a little look on the next, let's have a little think about that together.

So coordinating conjunctions, what exactly are these? These are words that link two parts of a sentence together of equal rank, that means that they are both really important and they are both main clauses, and we're simply just putting them together and using a coordinating conjunction in the middle.

This means that the two sentences are both main clauses and are strong enough to stand on their own, they do not need anything else to stand with them, they can stand on their own, and we're simply putting them together, linking them together using a coordinating conjunction.

Do you remember what the coordinating conjunctions are? I want you to shout them out at me now, one, two, three.

Wow, you were so loud! I heard for, and, nor, but, or, yet, and so, great job.

Let's have a look at these sentences and let's think about which ones we might link together, then we'll think about how we can link them together using a coordinating conjunction.

The sentences are, Jack lived with his mother.

Say it after me, my turn, your turn, Jack lived with his mother.

Jack was curious about the beanstalk.

He decided to climb it.

They were very poor.

Okay, so let's think about which sentences we can link together.

Would I link together, Jack was curious about the beanstalk and they were very poor? Can I link those two together? Let's think about it a little bit more.

Can I link together Jack lived with his mother and he decided to climb it? I'm not sure if that one goes together.

Which ones do you think go together? Pause your video now while you decide which sentences we can link together.

As a challenge, you can think about what coordinating conjunction would you use to link them together? Pause your video now while you decide.

Right, let's have a think about which sentences we can link together.

Of course, Jack lived with his mother, they were very poor, those sentences link really well together.

They are strong enough to stand on their own, they are main clauses.

Can you think about what kind of coordinating conjunction we might put together, we might use to link them together? Let's have a think about the other two sentences.

Jack was curious about the beanstalk and, Jack was curious about the beanstalk and he decided to climb it, brilliant.

Now what coordinating conjunction would work with those ones? Let's have a look.

Jack lived with his mother, they were very poor, again, they go together really well, they are very relevant to each other but they can also stand on their own if they need to.

What coordinating conjunction did you choose to link them together? I chose but, Jack lived with his mother but they were very poor.

Which one did you choose? Read it through in your head and think about, does that make sense? Jack lived with his mother but they were very poor.

Let's have a look at the next few sentences that we're going to join together, do you remember what they were? Jack was curious about the beanstalk, he decided to climb it.

What coordinating conjunction do you choose? I chose so, Jack was curious about the beanstalk so he decided to climb it, and that's how we can link those two sentences together.

Great job.

Don't worry if you're not too sure about how to use them yet, we're going to practise a little bit more later on in the lesson.

So how do we know which conjunction to use? So remember, main clauses mean that they are sentences that make sense on their own, they can stand on their own, but what if I want to combine them using a coordinating conjunction, because I know that a coordinating conjunction can be used to link those sentences together and fuse them together to make one big sentence.

Do you remember what the coordinating conjunctions are that we're looking at today? Let's think about that special word that's going to help us remember, do you remember what it is? That's right, it's fanboys, so F, for, A, and, N, nor, B, but, O, or, Y, yet, and S, so, so those are all our coordinating conjunctions.

Let's think about which one we're going to use in these sentences.

Jack eagerly listened.

There was something stomping towards him.

Okay, which of these coordinating conjunctions, which of these coordinating conjunctions would you use to link those two sentences together? Jack eagerly listened and there was something stomping towards him, hmm, would I use that one? Jack eagerly listened but there was something stomping towards him.

Not sure about that one either.

Which one would you choose? Pause your video now while you decide which one.

You can see that I chose, Jack eagerly listened for there was something stomping towards him.

If you don't want to say for, you could always say because if you like, Jack eagerly listened for there was something stomping towards him.

Jack eagerly listened because there was something stomping towards him.

Amazing, let's have a look at our next ones.

Let's decide which coordinating conjunction we would use to link these two sentences together.

Jack's mother looked furious.

She threw the magic beans out of the window.

Which one would you use to fuse those sentences together to make one big sentence? Pause your video now while you decide.

Okay, so the conjunction that I chose was and, Jack's mother looked furious and she threw the magic beans out of the window.

You could also maybe use so as well, Jack's mother looked furious so she threw the magic beans out of the window.

Let's have a look at the next one.

Jack thought it was unfair that the giant stole his father's treasure.

He decided to get it back.

Which conjunction would you use here? Pause your video while you decide.

Okay, so the conjunction I decided to use was so, Jack thought it was unfair the giant stole his father's treasure so he decided to get it back.

I've said it in my head, it makes sense, so I can choose that conjunction.

Okay, now we've had lots of practise deciding which conjunction to use, we're going to have a go at doing some writing.

I want you to decide which conjunction links these two parts of a sentence together.

Try to listen to each one, to think about which one makes sense, so we really have to say it in our head and think about if it makes sense or not.

If it doesn't make sense, we need to try another one.

Do you want to go to the park, do you want to go to the zoo? I can tell that we're comparing two things here, so what conjunction would we use to compare? Let's have a think, pause your video now while you decide and write down the whole sentence.

Don't forget, you're writing one part of the sentence, then you're choosing which conjunction to use, and then you're writing the second part of the sentence, all in one big sentence.

The conjunction that I chose here was or, do you want to go to the park or do you want to go to the zoo? I'm comparing those things, so or would be a great one.

I tried some other conjunctions and they did not seem to make sense.

Do you want to go to the park so do you want to go to the zoo? That definitely doesn't make sense.

Do you want to go to the park but do you want to go to the zoo? Hmm, that definitely doesn't make sense either.

Do you want to go to the park or do you want to go to the zoo? That one makes sense.

Let's move on to the next one.

I love reading about animals, I also love reading about space.

Remember, listen in your mind to which coordinating conjunction is going to work, then write down the whole sentence, including the coordinating conjunction.

Pause your video now while you do that.

Which one did you choose? I chose, I love reading about animals but I also love reading about space.

Next one, I'm going to have a bouncy castle at my party, I am very excited.

Which coordinating conjunction did you choose? Which coordinating conjunction would work here to link these two sentences together? Pause the video now while you try to listen to it in your head and decide which one, don't forget to write it down once you've decided.

I chose, I'm going to have a bouncy castle at my party and I'm very excited.

You could also say, I'm going to have a bouncy castle at my party so I'm very excited.

Amazing, lots of shine to you.

I do not want to eat my vegetables, do I want to eat any fruit.

This one is really tricky, so you're going to have to really think about what the meanings of each of these conjunctions are before you decide.

Go through each one and think about which one makes sense.

Pause the video now while you decide and write down your sentence.

Okay, this one's really tricky, so don't worry if you didn't get it.

I said, I do not want to eat my vegetables nor do I want to eat any fruit.

Nor means neither, so that means I don't want that one and I don't want that one either.

Nor, I do not want to eat my vegetables nor do I want to eat any fruit.

Phew, I don't about you but I am really, really tired after all that thinking about coordinating conjunctions, and all that singing about problems. I would love to see your work from today and if you want to record yourself singing the problem song, please ask your parent or carer to share any of the amazing work that you did.

They can share it on Instagram, Facebook or Twitter, tagging @OakNational and #LearnwithOak.

I can't wait to see you next time, and I hope that you teach the problem song to all your friends.

Bye-bye.