Lesson video

Hi there, my name's Miss Toole, and this is bear.

And in today's lesson, we are going to be exploring "Problems That Matter" in a little bit more detail to make sure we really focus on that when we are writing our story.

Now to help us today, I'd like to start off with a song.

Now the song is based on my created story.

But, you can easily change the words to match your creative story all about the problem.

So I'll teach your mine and then I'll explain how you can make it about your story.

So are we ready? The first line goes: ♪ Oh Pirate Pete was sad ♪ Can you say that? ♪ Oh Pirate Pete was sad ♪ My next bit is: ♪ They stole his treasure map ♪ ♪ They stole his treasure map ♪ ♪ He searched for them ♪ ♪ And the parrot helped ♪ ♪ And he got the treasure back ♪ Can you do that with me? ♪ He searched for them ♪ ♪ And the parrot helped ♪ ♪ And they got their treasure back ♪ So you could say: ♪ Oh mm was sad ♪ Because that's your character.

So: ♪ Oh mm was sad ♪ ♪ They stole the mm ♪ ♪ He searched for them ♪ ♪ And the mm helped ♪ ♪ And he got the mm back ♪ So all you need to focus on there is your who, your problem and your solution.

So let's go again.

And I will sing about mine, and then the next time I'll sing it and I'll go mm when you need to put in your bit and you can sing it about yours.

So are you ready? ♪ Oh Pirate Pete was sad ♪ ♪ They stole his treasure ♪ ♪ He searched for them ♪ ♪ And the parrot helped ♪ ♪ And he got his treasure back ♪ Now your turn.

♪ Oh mm was sad ♪ ♪ They stole his mm ♪ ♪ He searched for them ♪ ♪ And the mm helped ♪ ♪ And he got the mm back ♪ Super! Thanks for joining in with our story, I think it really helps us to understand what we are writing about.

So let's have a look at what we're going to be doing today.

In today's, we are going to be focusing on a spelling activity first.

That we are then going to retell our new created story.

We're going to zoom in on our problem in our created story.

And then, we are going to complete a task focus on our problem.

So today you're going to need: An exercise book or a piece of paper, a pencil or a pen, your amazing brain with all your storytelling knowledge.

You can bring your Teddy talk partner along if you'd like to.

And, of course, you're amazing self.

So pause now, go and get your resources and then when you're ready to go, you can press play.

On the screen, I have eight common exception words.

And I want us to have a go at finding the common exception word that I say before we do our activity.

Now remember, common acception words can also be known as tricky words because, we can't sound them out, we've just got to know them.

So we look and we say the word.

We look and we say.

So today, I'm going to say one of the common exception words, and I'd like you to use your picky pointer, and point out the word on the screen.

And then we're going to have a go putting them into a sentence.

So are you ready? The first word I'd like you to point at is the word, he.

He.

Can you find, he? So use your pointer finger and point to he, on the screen.

To you should be pointing at this one here: He.

Let's spell it: H-E.

So remember when we're spelling tricky words because we can't sound them out, we use the letter names: H-E, he.

Good.

Next one, next one I would like you to point at is, to.

To.

Find, to.

If you've found it, point to it.

To, there we go.

Let's spell it, remember using the letter names.

T-O, to.

T-O, to.

Fantastic.

The next word I would like you to find is, are.

Are.

we are fabulous storytellers: Are Can you find, are? Point to it.

Let's have a look.

There it is: Are.

And let's spell, are you ready? A-R-E, are.

Remember to use your letter names, A-R-E, are.

Fantastic.

Next word I'd like to find is, you.

Can you find the word, you? You are all doing amazing with your work.

You.

You.

Are you back, its here.

Let's have a go at spelling it now.

Are we ready? Y-O-U, you, Y-O-U, you.

Perfect.

The next word I'd like you to find is, come.

Come on, everybody, let's have some fun.

Come.

Come.

Listen to the sound at the start, that might help you.

Come.

Here it is: Come.

Lets spell the word, are we ready? C-O-M-E, come.

Perfect.

Next one.

Do.

Do.

Do.

Can you find it? Do.

Here it is, let's spell it.

D-O, do.

D-O, do.

Amazing.

Now, your task is to put one of the words on the slide, into your own sentence.

So for example, you might say "He went to find his treasure map." 'Cause that also links to my story.

You might want to do what to link to your story.

Oh, come on, let's get away.

Come on, let's get away.

Now when we're writing a sentence, what do we need to have at the beginning? We have capital letters.

What do we need in between each word? Finger spaces.

And at the end of our information, you need to make sure you put a full stop.

So say your sentence, count your letters and make, sorry.

Count your words, and then make sure you use your capital letter at the start and your full stop at the end.

Pause now, to have a go writing your sentences, and then when you're ready to carry on, you can press play.

To start today's lesson, I'm going to retell my new created story.

And I'm going to be using my plot matrix and my story map to help me.

Once I've retold my story, I'd like you to have a go retelling your story.

So are we ready? It's story, time it's story.

Look, listen, wow.

On an island, far far away, there lived a young pirate called Pirate Pete.

Pirate Pete spent Tuesday's alone as all his fellow pirates and his family died in a tragic disaster while sailing the Seven Seas.

All that remained was Pirate Pete follow this treasure map.

Pirate Pete spent his days searching for the treasure that belonged to his father.

He roamed and roamed, but was unable to find the golden treasure chest.

One stormy night, another pirate ship arrived on the deserted island.

Pirate Pete was all alone.

Later that night, Pirate Pete was confronted by Captain Stormfoot and his band of pirates.

They stole everything, including Pirate Pete father's treasure map.

Pirate Pete was devastated, and set off on his journey to find Captain Stormfoot and his band of pirates in order to retrieve his father's treasure map.

Pirate Pete searched and searched and searched until he saw fresh footprints in the sand.

He followed the footprints and they took him to a cave.

Inside the cave, he saw Captain Stormfoot and the band of pirates.

And the treasure map was sticking out of Captain Stormfoot's jackets.

How I'm I going to get the treasure map back? He thought.

All of a sudden, a parrot landed on his shoulder and said, "I will distract the pirates, "while you get your treasure map back." The parrot started to squawk.

Pirate Pete sneak up on captain Stormfoot and took the treasure map back.

The parrot and Pirate Pete run away as fast as they could.

When they stopped beneath the palm tree, they noticed a red X upon the palm tree.

Pirate Pete started to dig down as fast as he could.

And there he found his father's golden treasure chest.

Pirate Pete and parrot shared the treasure and they became the best of friends.

Now have a go retelling your story map.

Off you go.

Now that you've retold your story, we're going to have a look at zooming game on the problem.

But before we do that, we need to have a look at our problem that matters toolkit.

I have been talking to all of my writer friends, and we have decided to create a toolkit to help us when writing "Problems That Matter." And these are the three things we need to make sure we do when putting in our problem.

Does the reader feel the problem? We need to make sure that our reader really, really cares about our character's problem.

So in my story, I've made sure that they care by saying that it was his father's treasure map, 'cause I want them to realise how important it was to Pirate Pete.

The problem needs to be hard to solve.

So in my story, it's hard to solve because Captain Stormfoot has lots of pirates around him.

It's really hard for Pirate Pete all alone to get that treasure map back.

And the problem needs to engage the reader.

And we can do about that by the way we write down our story, and by the way we tell our story.

And when we thinking about the problem, we need to make sure we are telling our reader three things about our character.

We need to be focusing on their thoughts, we need to be focusing on how they are feeling, and we need to be focusing on their actions during that problem.

And that will engage our reader.

So today, we are going to be zooming in on our problem and break it down to think about what is our character thinking? What is our character doing? And what is our character feeling? To help us zooming in our problem, I'll focus on the thoughts, feelings, and actions.

We're going to use our picture drawings.

So, on your piece of paper, I want you to turn it this way.

And in the middle, I want you to draw a quick picture of your main character.

So I'm going to draw Pirate Pete in the middle of mine.

Pirate Pete.

And I've drawn Pirate Pete on the because we're looking at the problem.

And then, I want you to split your page into three.

So I've got three sections.

I've got one, two three.

And in each section, I'm going to put our three things linked to making our problem matter.

So here, I'm going to do thought.

Here, I'm going to do feelings.

And here, I'm going to do actions.

Okay? So the first thing we are going to be focusing on is the thoughts.

Now I am zooming in to the point of my story map where the treasure map gets stolen, because that is what my problem is.

And I want the reader to really care about that problem.

So at that moment, what is my character thinking? Now to help me, I am going to be using my Teddy talk partner.

And I'm going to pretend that my Teddy talk partner is Pirate Pete, so is that okay, Ted? I'm going to ask my Teddy talk partner: What were you thinking? What were you feeling? Or what did you do when this happened? And my Teddy talk partner is going to give me the answer as if he is Pirate Pete.

So are you ready? Teddy, what were you thinking when Captain Stormfoot stole your treasure map? Oh, so the first thing that Teddy was thinking is: What I'm I going to do now? So I'm just going to write the word what, to help me remember that.

What, am I going to do now? What am I going to do now? Because he's lost his treasure map and couldn't find the treasure.

What else were you thinking? Oh, that's that a really sad one.

He was thinking that my father would be really sad.

So I'm going to do a and write the word father and draw a sad face.

He was thinking my father is going to be really sad.

His father is going to be sad.

What else were you thinking when Captain Stormfoot took your treasure map? How I'm I going to get it back? Starting to think now, how is he going to get it back? So I'm just going to write the word how.

Question.

How am I going to get it back? How I'm I going to get the treasure map back? And the other thought, Hmm! Who is going to help me? Who, going to help me? Another one of our questions was.

So, Pirate Pete was thinking: What am I going to do now? My father would be so sad if I lost his treasure.

How am I going to get my treasure map back? And who is going to help me? 'Cause he's all on his own.

Have a go now with your Teddy talk partner at completing your thoughts section.

Now that you've got your thoughts section completed, we're going to have a look at our feelings.

How was pirate Pete feeling when the treasure map was stolen? So, now you're thinking about how your character was feeling when their item got stolen.

So remember we're using our Teddy talk partner and they are becoming the character and they are answering our question.

So, Teddy talk partner, how did you feel when Captain Stormfoot stole your treasure map? The first thing that he was feeling was sadness.

So he was feeling sad.

He's lost his father's treasure map.

What else were you feeling then? Oh, I would be feeling that too.

He was feeling a little bit, worried.

Because he got to think, how is he going to get it back? He's feeling worried.

Anything else Teddy? Well that's a very good word to describe your feelings.

He said he was feeling devastated at the thought of losing the last thing that reminded him of his dad.

Devastated, Devastated.

I wonder, Pirate Pete, If you had any feelings that helped you want to try and get your treasure map back? Oh! Now Pirate Pete said, after he felt sad, worried and devastated, he then felt determined to get that map back.

So he then felt determined, so your character might feel determined, they might feel that they are rage or create or courageous to go and get their stolen item back.

So now when you think about how your character was feeling, when that item was stolen and complete your feeling section.

Off you go.

So, you will have your thoughts completed.

And now you will have your feelings section completed.

So remember, we're zooming in on our problem and thinking how we can make our problem matter to the reader.

So focusing on our character's thoughts, their feelings and then the actions.

What did they do when that happened? He was feeling sad and devastated 'cause then he became determined.

So what did you do to help you? Now remember, I am using Teddy talk partner to be my character Pirate Pete.

So, in that problem, what did you do? What were your actions after Captain Stormfoot stole your treasure map? So his action, what he went and did was he went to follow.

He searched for them first your eyes.

He searched.

What was searched.

He searched for them.

And then, he followed the footsteps.

He followed the footsteps.

Because he was feeling determined, he then followed the footsteps.

He was still a little bit worried because when he was following them, he realised that Captain Stormfoot had lots of pirates there with him.

And he thought: How am I going to do this? And who is going to help me? But he was determined to get them back.

So now have a think about your problem and what actions did your character do to make that problem matter.

Off you.

Did you enjoy today's lesson? I think we all deserve a big marshmallow clap for amazing work.

So give yourself a marshmallow clap.

Well I wonder if you were have something taken from you that you really, really treasured, or was really important to you, what would your thoughts be? What would your feelings be? And what would you do? What will your actions be? Have a think about that and see if you can complete, in about thoughts, feelings, actions points for yourself.

Thank you for today, and I will see you in the next lesson that follow this unit.

See you later.