Lesson video

Hi, everyone.

My name is Miss Barron, and I love writing stories.

So I'm really looking forward to today's lesson, because we are going to be writing the first problem in our story.

This lesson, we are first going to recap the problem in this story through song and then by retelling it from our map, then we're going to do some shared writing and then finally some independent writing and editing.

Now in this lesson, you are going to need something to write on and something to write with.

So if you need to get a piece of paper or an exercise book or a pencil or a pen, pause the video now and do that.

If you were here in lesson three, hopefully you'll remember the song that we sang to retell the main events in the story.

Now I've taken the same tune and I've just changed the lyrics slightly to help us remember the key things about the problem that we're going to be writing about today.

So I'm going to sing the song.

Then I'm going to teach you the lyrics.

Then we're going to sing it together.

The song goes like this.

You'll recognise the beginning.

♪ A hat maker fell asleep under a tree ♪ ♪ Give them back, why is this happening to me ♪ ♪ I want them right now, don't just copy me ♪ ♪ I've had enough of your monkey talk ♪ ♪ Give them back to me ♪ Okay.

You ready to learn the lyrics? First two lines go like this.

♪ A hat maker fell asleep under a tree ♪ Your turn.

♪ Give them back, why is this happening to me ♪ Your turn.

♪ I want them right now, don't just copy me ♪ Your turn.

♪ I've had enough of your monkey talk ♪ ♪ Give them back to me ♪ Your turn.

Okay.

Let's put it all together.

Sing with me.

Three, two, one, let's go.

♪ A hat maker fell asleep under a tree ♪ ♪ Give them back, why is this happening to me ♪ ♪ I want them right now, don't just copy me ♪ ♪ I've had enough of your monkey talk ♪ ♪ Give them back to me ♪ Well done! Amazing effort joining in with me.

Hopefully, that's going to help you with our writing today.

And if you like, you might even want to take a few lines from the song and put them in your own writing.

Now we've sung our song to help us remember the problem section of our story.

We are going to retell it quickly using these pictures.

So I'm going to tell it first.

And then you're going to have a go.

When the hat maker woke up, all of his hats were gone.

"Who's stolen my hats?" he though.

He looked for them everywhere.

He looked behind trees.

He looked under rocks.

He looked in the bushes.

But there was no sign of his hats.

Then, he had a chattering noise above his head.

He looked up and in the trees, he saw a crowd of monkeys.

Each one of them wearing one of his hats.

"Give me back my hats!" he shouted, but the monkeys just copied him and shouted back at him in their monkey talk.

The hat maker shouted at them again, "Give me back my hats right now!" And again, what monkeys see monkeys do.

They just copied him.

Before long, the hat maker was so frustrated, so furious, that he took his hat off and threw it on the floor.

So that's me telling that section of the story, using those pictures to help me.

Now draw a quick and simple map to sketch out the detail of the problem like I've done here and like I've just shown you.

Then, retell the problem section of your story, using your map.

It's important that you do your own pictures because they are going to help you, when you come to write your sentences today.

Pause the video now and have a go.

I'm going to write the problem section of our story, using our pictures to help us.

So let's look at the first picture.

This tells us what's happened when he woke up.

So I'm going to start my sentence: When he woke up.

I wonder, can you finish that sentence with your own idea? Tell me now in a full sentence: When he woke up, hm, tell your screen now.

Wow.

I am hearing some fantastic ideas today! Let me share with you some of the ones that I just heard.

I heard: When he woke up, his hats were missing.

I like that because it tells me that they weren't there.

He couldn't find them.

I also heard: When he woke up, his hats had vanished.

Wow.

I love the word vanished.

It means totally disappeared.

Gone from sight.

And I heard: When he woke up, his hats were nowhere to be seen.

I like that one too, because it tells me that he really looked hard to find them, but he just couldn't see them anywhere.

Now I think I'm going to choose the second option for my sentence.

You might like one of the other options, or you might have your own idea.

If you do, hold it in your head, because you're going to use it in a minute.

But first, help me with my sentence.

So we always need to say our sentences out loud, don't we, before we write them down.

So, say my sentence out loud with me: When he woke up, his hats had vanished.

Let's say it again.

When he woke up, his hats had vanished.

Now that's counted on our fingers.

When he woke up, his hats had vanished.

That's eight words, right? I'm going to make a note of that just down here to remind me.

So we're going to start our sentence, remember we always start our sentence with a capital letter, don't we? Our first word is when, that's one of our tricky high frequency words, I'm going to show you how to write it.

So, capital letter: when, finger space, he, finger space again, when he woke up, his hats had vanished.

When he woke up his hats, we can sound this one out, sound it out with me: H-A-T-S, hats.

His hats had vanished.

Now I think we can sound this one out together.

Are you ready to robot the word with me? Let's go: V-A-N-I-SH-D, vanished.

Well done.

Vanished.

Now there is actually a silent E in vanished that we don't hear, but it is there and it's before the D at the end of the word.

So I'm going to show you.

There it is: vanished.

We don't hear it, but it is there.

And that's because this is a past tense verb.

And often past tense verbs, things that happened in the past, end in -ed.

When he woke up, his hats had vanished.

What do I need on the end of my sentence? Tell me now.

Thank you.

You're right.

I need a full stop, don't I? Now, let's check it makes sense and count the number of words.

When he woke up his hats had vanished.

That's the sentence I wanted to write, isn't it? It's got a capital letter at the start and a full stop at the end.

I'm happy with my sentence.

Now you have a go at writing yours.

I've given you your sentence opener at the top to help you.

When he woke up.

Now, you're going to start your sentence like that and finish it in your own way.

Here are my options again, to help you, if you want to use one of mine.

Listen carefully: When he woke up, his hats were missing.

When he woke up, his hats had vanished.

When he woke up, his hats were nowhere to be seen.

You can see I've given you a bit of help with some of those words, but I've left some blanks for you to have a go at writing the missing words yourself.

You might have a different idea.

That was completely different to mine.

If you do, that's great.

Pause the video now and have a go at writing your sentence.

Remember to five finger check it at the end.

Now, let's write our second sentence using our second picture to help us.

We are going to write a sentence that tells the reader how the hat maker felt about losing his hats.

So I'm going to start my sentence: He felt.

Now, can you tell me your idea? Tell me in a full sentence through your screen now: He felt hm.

Oh my goodness.

I am so impressed with your ideas.

I'm hearing some fantastic ideas today.

Let me tell you what I heard.

I heard: He felt confused.

Confused.

Can you do that face with me? Confused.

Confused means he didn't know what was happening.

He didn't know what was going on.

He felt confused.

I like that one, 'cause he definitely is confused.

He doesn't know where those hats are, does he? He doesn't know what's happened to them.

I also heard: He felt worried.

I like that because he would be worried.

If he can't make any money at market, that's going to be a problem for him.

That's a big problem.

He might not be able to buy food for his dinner.

He might not be able to get home.

So he felt worried.

Can you do a worried face for me? Fantastic.

I also heard, he felt annoyed.

Annoyed is another word for angry, not quite as strong as angry.

He felt annoyed.

I liked that one too, because I do think he was annoyed.

He woke up and his hats were gone.

He thought someone had stolen them.

I'm going to choose annoyed for my sentence.

You might like one of the other options, or you might have your own idea.

If you do, hold this in your head, you're going to use this in a minute.

But first, help me write my sentence.

Let's say it out loud together: He felt annoyed.

He felt annoyed.

That's three words, isn't it? He felt annoyed.

So remember, capital letter to start my sentence.

He felt, F-E-L-T, annoyed, A-N-O-ED, annoyed.

He felt annoyed.

Now, the -oy sound in that word is the diagraph O-Y, and we've got a double N.

He felt annoyed.

Is that my sentence finished? Is it complete? Tell me if I missed anything.

Tell me now.

You're right.

I've missed the full stop again, haven't I? Gosh, I've got to remember those.

He felt annoyed.

Full stop.

That makes sense, doesn't it.

Now write your sentence telling the reader how the hat maker felt: He felt, hmm.

Now here are some options to help you.

He felt angry.

He felt worried.

He felt confused.

He felt annoyed.

Or you might have another idea of your own.

Pause the video now and write your sentence.

Remember to five finger check it at the end.

Let's write out third sentence using this picture.

We're going to write an action sentence to tell us what the hat maker did.

So if you have an idea, can you tell your screen now? He, hmm, tell me in a full sentence.

He, tell me what he did.

Wow.

Some great ideas.

I'm going to share some of the ones I've heard with you.

He searched high and low.

We used that in our last lesson, didn't we? I like that because it tells me how hard he looked.

I also had: He looked everywhere.

I like that too, because, again, it tells me how hard he looked.

And then the third one I heard was: He looked behind trees, under rocks and in the bushes.

I liked that one because it's very specific.

It gives me lots of detail.

It tells me exactly where he looked.

I think I'm going to choose the last one.

Now, you might like one of the other options, or you might have your own idea.

If you do, hold it in your head.

But first help me write my sentence.

So mine is: He looked behind trees, under rocks and in the bushes.

Now there's a lot of words in that sentence.

So let's count them.

He looked behind trees, under rocks and in the bushes.

That's 10 words.

So I'm going to just write 10 down here to help me remember.

He looked, right, let me start my sentence.

He looked, L-OO-KED, looked.

Now, it sounds like a -t sound on the end, but it's actually -ed.

So he looked, and there's our O-O diagraph, look as in took, shook.

He looked behind, behind trees.

Sound out trees with me.

Let's go: T-R-EE-S, trees.

Behind trees, he looked behind trees, under rocks, now sound that rocks with me.

Let's go: R-O-CK-S, rocks, under rocks.

And in the bushes.

I'm going to write bushes for you.

Bushes.

Full stop at the end of my sentence, I remembered this time.

Well done me.

I'm really impressed with that sentence.

He looks behind trees, under rocks and in the bushes.

Let me check the number of words.

He notes behind trees, under rocks and in the bushes.

10 words, I've got them all.

Hmm.

I've just noticed a mistake.

I've missed something out.

What have I missed? Tell me now.

Thank you.

You are absolutely right.

I've missed a capital letter at the beginning of my sentence.

Naughty me.

Right, let me put that in.

So we always need to start our sentence with a capital letter, don't we? A capital H for he.

Now, I would like you to write your sentence, telling me what's the hat maker did.

You can use one of my options.

I've written down the sentence stems to help you, but I want you to fill in the missing words, if you're going to use them.

Pause the video now and have a go.

You have written your sentences about the problem for the hat maker in the story.

Fantastic job! Now, like all good writers, we are going to reread and edit our work.

So we're going to do that two ways.

The first way is using something called SAD.

And I don't mean a feeling sad, I mean SAD as in Swap, Add, Delete.

And then the second way is to five finger check our sentences.

So let me show you how that's going to work now by doing it with my piece of writing.

And then it'll be your turn.

Now I'm going to reread my work.

Do you want to read it with me? Come on, let's read together.

When he woke up, his hats had vanished.

He felt annoyed.

He looks behind trees, under rocks and in the bushes.

I feel happy with that piece of writing, because it does show that this was a big problem for the hat maker.

It tells me that he feels annoyed about it.

So I know he's not happy about losing his hats.

Now, there's nothing I want to swap.

There's nothing I want to delete, but there is something I want to add.

I want to add something in this sentence here.

I want to add another feeling word, because I think not only did he feel annoyed, but he also felt worried.

He was worried about not making any money at market.

And I want to say that.

So I'm going to use and to link two feeling words: He felt annoyed and worried.

I want to add and worried.

So to do that, I'm going to draw a little triangle without a bottom here like that.

That tells me that I want to add in a word or a few words.

And up here he felt annoyed and, so I'm going to use and to link my two ideas.

He felt annoyed and worried.

Now worried is quite a hard word to spell.

So I'm going to show you, watch how I do it.

Worried.

Now my sentence reads: He felt annoyed and worried.

I liked that more.

I'm going to put a full stop on the end to finish it.

Now, this is my finished piece of writing.

I'm going to read this out loud one more time, so I can hear the finished piece all the way through.

When he woke up, his hats had vanished.

He felt annoyed and worried.

He looked behind trees, under rocks and in the bushes.

That's my finished piece and I've also five finger checked my work.

Now I want you to have a go at rereading and editing your piece of work now.

So remember, think about if there's anything you want to swap, add, or delete and five finger check your work to make sure it's the best piece of writing it can be.

Pause the video now and have it go.

You have worked so hard at your writing today, but if you feel like you would like an extra challenge and you really want to go above and beyond today, here's what you could do.

You could have a go at writing one or a few more sentences about the next pictures in the problem section of the story.

So have a look at this picture here.

I've given some options to show what the hat maker might be thinking at this point in the story.

Here are my ideas: Oh no, my wife will be mad! I won't make any money today.

Or, I won't be able to catch the bus home.

You might like to have a go at writing one of those sentences, or you might have your own idea for this picture.

If you'd like to have a go at that, pause the video now and write your sentence.

Remember it doesn't matter if you make some mistakes, mistakes are what help to make the learning great.

I am so impressed with your hard work and effort with your writing this lesson.

In fact, I'm so impressed, I even went to tell Maurice, and Maurice, wanted to come and give you a special well done himself.

He says, "Well done, everyone! Give yourselves a big pat on the back." Ready? Now Maurice has asked if we can finish today by singing the problem song in our story.

He'd like everybody to join in with us together.

Are you ready? Let's sing the song.

Three, two, one, go! ♪ A hat maker fell asleep under a tree ♪ ♪ Give them back, why is this happening to me ♪ ♪ I want them right now, don't just copy me ♪ ♪ I've had enough of your monkey talk ♪ ♪ Gave them back to me ♪ Well done, everyone.

See you in the next lesson.

Bye!.