Lesson video

Hello, everyone.

My name is Miss Baron and I love stories.

In this unit, we're learning the story Monkeys and Hats.

So I've got three fascinating facts about monkeys to start the lesson off with today.

Did you know that there are 260 different types of monkeys in the world? Did you know that monkeys can recognise numbers and they can count? Did you also know that one monkey has even been into space in a rocket? His name was Albert II I didn't know any of those facts about monkeys.

I wonder if you can go and find out some more facts about monkeys at the end of today's lesson.

Now in this unit, we have been learning all about problems that matter.

We've been learning that great stories need problems that are difficult for our characters to solve.

And so we've been learning a lot about the hatmaker's son and the problem he faces over the last few lessons, Haven't we? So today we are going to write the second problem in the story and we're going to show why it matters to the hatmaker's son.

Now, this is what the learning is going to look like today.

First, we are going to do a quick spreading activity, then a punctuation activity to remind us about our capital letters and full stops, then we're going to do some shared writing, and then it's going to be your turn to have a go at doing some independent writing and editing.

So this is what you're going to need today.

A piece of paper or an exercise book to write on and a pencil or a pen to write with.

Pause the video now and go and get those things if you don't already have them.

Time for our spelling activity.

In lesson six and eight, we were learning about vowels and consonants, weren't we? Can you remind me what the vowels are in the alphabet? Tell me in a full sentence.

The vowels are, tell your screen now.

Well remembered.

The vowels are A E I O U.

You're right.

There're five vowels in our alphabet.

That means that the rest of the letters in our alphabet are called consonants.

Can you say that word with me? Let's do my turn, your turn.

My turn, consonants.

Your turn.

My turn again, consonants.

Your turn.

Fabulous job, well done.

The rest of the letters in the alphabet are called consonants.

Now, you will see on your screen, there is a table of letters.

Some of them are vowels and some of them are consonants.

I wonder if you can just quickly spot to the vowels for me.

Point to them on your screen now, point to the vowels in that table.

Did you get them? The vowels in that table are E, A, I and O.

Which means the other letters, S, N, F and P are all consonants.

Now here's your challenge.

I wonder how many words can you make using these letters? You can use the letters twice as well if you would like.

I've given you an example.

So using those letters, I managed to make the word fin.

F-I-N, fin.

How many words can you make? I wonder if you can beat me.

I wonder if you can make more words than I can.

Shall I do it too? And then we can see how many I've got and how many you've got at the end? So pause the video now and have a go.

How did you get on? I wonder if you managed to beat me.

Here are the words that I made with those letters.

Sip, sip means to take a small mouthful of drink.

For example, I might sip my tea if it's hot.

Pin, pan, son, fan, I might fan myself if I'm hot.

Snap, no, so, nap, pane, as in a window pane, nose and pen.

So those were my words.

I wonder how many you managed to make.

In this unit, we've also been learning about capital letters and full stops, haven't we? To help us write sentences correctly.

But sometimes it's tricky to know when to use them.

So I thought we'd have a go at this activity to help us understand a bit better what a sentence is, what a sentence looks like.

So you will see on the screen that my sentences have been broken into two parts.

I need your help to fix them.

Can you match the two parts to make complete sentences that make sense? Now you might notice a few other mistakes, but don't worry about those right now.

I just want you to match the two parts of the sentences so that the sentences make sense.

Pause the video now and to have a go at that.

How did you get on? Should we go through them together? Now, the best strategy for doing this is to take the first part of the sentence and then try the different options to see which one makes sense.

So let's do that for the first part of the first sentence, I will not make.

I will not make me this story.

Does that make sense? It doesn't, does it? I will not make marched off in a bad mood.

That doesn't make sense either.

I will not make any money at market today.

That makes sense, that's one idea.

It tells us one thing that the hatmaker is thinking.

He's thinking, "I will not make any money at market today." We know that's something the hatmaker is worried about.

That makes sense as a sentence, so there's the match.

Let's look at the first part of the next sentence.

My dad told.

Now let's try the three options.

My dad told me this story.

That makes sense, doesn't it? That sounds like a sentence we know from our story too.

My dad told me this story.

That's something the hatmaker's son said, isn't it? Let's just try the other two options to double check.

My dad told marched off in a bad mood.

That doesn't make sense, does it? My dad told any money at market today.

Nope, that doesn't make sense either.

So we know it's the first one, my dad told me this story.

And let's do the third sentence, the hatmaker's son me this story.

That doesn't make sense.

The hatmaker's son marched off in a bad mood.

That makes sense.

That sounds like something the hatmaker's son would do at the end of the story too.

Let's try the last one.

The hatmaker's son any money at market today.

Nope, that doesn't make sense.

It's got to be the second one, the hatmaker's son marched off in a bad mood.

And we know that's a complete sentence because it's one idea.

It tells us one thing that the hatmaker's son did.

So those are all complete sentences that make sense.

Well done, super effort.

Now, I wonder if you noticed a few mistakes in some of those sentences.

Here are our sentences that we just matched together.

But they're not complete sentences yet, they still have some mistakes in them.

Can you spot the mistakes and fix them? You can tell me out loud your screen.

Pause the video now and have a go.

How did you get on? Let's have a look at what these sentences should look like to make them complete.

Here we go.

The first sentence, it did have a capital letter at the beginning.

It had the capital I, but it was missing a full stop at the end.

Now it's got one.

Did you manage to do that with your sentence? Let's look at the next one.

It didn't have a capital letter at the beginning, did it? Now it does.

It should have a capital M at the beginning of the sentence and a full stop at the end.

Now it's a full sentence.

And let's look at the last one.

That one didn't have a capital letter either, did it? Now it does.

It needs a capital T at the beginning of the, and it's got a full stop at the end now.

Now I know my sentences all make sense and they have capital letters and full stops.

So those are things I want you to really think about today when you're writing your sentences.

I want you to think, "Do you my sentences make sense? "And have I got a capital letter at the beginning "and a full stop at the end?" We're almost ready to start writing the problem for the hatmaker's son and showing why it really matters to him.

But before we do that, we are going to retell that section of the story, using our map to help us.

So I'm going to do it first and then it's going to be your turn.

Listen carefully.

When the hatmaker's son woke up, his basket was empty.

But he wasn't worried.

He knew where his hats were.

He looked up in the tree and smiled.

"I know how to get my hats back," he said.

What monkeys see monkeys do.

And they just copied him in their monkey talk.

"My dad told me this story," he said.

And again, the monkeys just copied.

The hatmaker's son took the hat off his head and threw it on the ground.

But the monkeys did nothing.

The hatmaker's, son was confused.

"What is going on?" he thought.

"Why won't these monkeys copy me?" So again, he took his hat off and threw it on the ground.

But still, the monkeys did nothing.

They did not move a muscle.

So he threw his hat down again, and again and again, but the monkeys did nothing.

Then the chief monkey's son climbed down the tree until he was face to face with the hatmaker's son and said, "You think you're so clever "because your dad told you stories.

"Well, our dad tells us stories too.

"And this time, we're keeping the hats." And off they went into the forest wearing the hats.

And the hatmaker's son went home with nothing.

And that's why you should tell stories because you never know what you're going to learn from one or when one might come in handy.

So that was me telling that section of the story from the map on your screen.

I want you to pause the video now and have a go at doing the same thing.

Tell us in your own words, have a go.

Now we're ready to write about the problem for the hatmaker's son.

We're going to start with this picture here, and we're going to write an action sentence, a doing sentence to tell the reader what the hatmaker's, son did.

So what did he do? Have a look at the picture to help you.

We're going to start our sentence.

He, what did he do? Tell me your idea now, He, tell your screen.

I just heard some brilliant ideas.

I'm going to share them with you now.

I heard he threw down his hat.

I like that because I can see that that is what he did in the picture and we know that from the story.

I also heard, he chucked his hat on the ground.

Chucked means the same as threw, but it means to do it without much care or thought.

And I think the hatmaker might've done it that way.

I really like the word chucked.

He chucked his hat on the ground, I like that option.

I also heard he took off his hat.

I like that, because he did do that, but he also threw it on the ground and I think we need to say that, that's important.

So I'm going to use the second option, he chucked his hat on the ground.

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

If you do, hold it in your head for later.

But right now, help me write my sentence.

So let's say it out loud first.

Ready to say it with me? He chucked his hat on the ground.

Now let's act it out.

He chucked his hat on the ground.

Now we're going to count the words on our fingers.

He chucked his hat on the ground.

That's seven words.

So I'm going to make seven down here.

Okay, help me write it.

So, he, we know we need to start with a capital letter, don't we? He, capital H.

He is one of our sight words that we know now.

He chucked.

Help me sound this one out, let's robot it together, ready? Ch-U-CK-Ed, chucked.

He CH U CK, now it sounds like a T on the end, but it's actually an ED because it's a past tense verb.

He chucked his he chucked his hat, we can sound that one out H-A-T, hat.

He chucked his hat O-N, on the, there's our sight word, the ground, sound this one out with me.

G-R-O-U-N-D, ground.

On the G-R-O-U-N-D And it's the O U you digraph for the OU sound in grounds.

Let's read our sentence back.

He chucked his hat on the ground.

Does that make sense? Do I have a capital letter? Yes I do.

Do I have a full stop? Yes I do.

Let's just count the words to make sure we have seven.

One, he chucked his hat on the ground.

That's seven words, isn't it? Great.

My sentence makes sense.

Your turn now to write your own sentence about what the hatmaker's son did.

You might like to use some of these words on the screen to help you.

Floor, ground, took, again.

Five-finger check your sentence.

Pause the video now and have a go.

Now we're going to write our second sentence and we're going to use the same picture.

This time we're going to write a sentence about what the monkeys did.

Now, this is the real problem for the hatmaker's son, isn't it? Because they didn't do what he thought they were going to do.

So can you tell me your idea.

The monkeys, what did they do? Tell me in a full sentence.

The monkeys, tell your screen.

Some fantastic ideas coming at me.

Wow, you are on fire today.

I heard the monkeys did not move a muscle.

I love that sentence.

Did not move a muscle means did not move at all.

A great phrase to use.

I also heard the monkeys did nothing.

I like that because that's definitely true.

They didn't copy him, did they? In fact, they did nothing.

And I also heard the monkeys did not flinch.

Now, did not flinch is another fantastic phrase.

It means the same as it did not move a muscle.

Did not flinch means didn't move at all.

So I think I'm going to use the monkeys did not flinch.

I really liked the word flinch.

I want to have a go at using that.

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

If you do, hold it in your head, you're going to use it a little bit later.

But first, help me write my sentence.

I need some help.

What do we do first? We say the sentence out loud, don't we? Say it with me.

The monkeys did not flinch.

Now let's act it out.

We're going to be really still.

The monkeys did not flinch.

Now let's count the words on our fingers.

The monkeys did not flinch, five words.

So I'm just going to write five down here.

Now, the monkeys.

Capital letter to start my sentence.

Capital T, the, there's our sight word again.

The monkeys, I'm going to write this word for you.

I know it starts with the sound M, monkeys.

M monkeys.

But it's not one I can sound out, so I'm going to show you how to spell it.

The monkeys did not flinch Did, D-I-D.

Did not, N-O-T flinch.

Sound this one out with me, let's robot it.

F-L-I-N-CH, flinch.

Did not flinch F-L-I-N-CH, flinch.

The monkeys did not flinch.

There's my sentence.

Is it finished? Have I missed anything? Thank you for reminding me.

I missed my full stop on the end, didn't I? There it is.

Now my sentence is finished, isn't it? Let's just check it's five words.

The monkeys did not flinch.

There's my sentence.

Your turn now to write your own sentence about what the monkeys did.

You might like to use some of these words on the screen to help you.

Move, muscle, flinch, nothing, monkeys.

Remember to five-finger check your sentence.

Pause the video now and have a go at that.

Now we're ready to write our next sentence.

And we're going to use this picture here to help us.

We are going to write a sentence about what the hatmaker's son is saying.

What do you think he's saying to those monkeys? Tell me your idea now in a full sentence.

Say, he's saying.

Some absolutely fantastic ideas.

I am so impressed.

Let me share some of them with you.

I heard him saying, "This is madness.

"This is madness." I really liked that one because it shows how annoyed he's getting.

I also heard, "What is going on?" I like that idea too.

I can imagine him saying that because he's confused.

This isn't what he expected to happen.

I also heard, "Come on, copy me then." I really liked that one because that is something he says in the story, isn't it? I think I'm going to choose that one.

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

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

But help me write my sentence now.

I need some help.

What was my sentence again? It was, come on, copy me then.

Let's act it out.

Come on, copy me then.

Now let's count it on our fingers.

Come on, copy me then.

That's five words.

I'm just going to make five down here.

Okay, now, my sentence starts with come.

Come is a sight word.

I'm going to show you how to write it.

Come, come on, O-N.

Come on, copy, Sound that out with me.

Let's robot it together.

C-O-P-Y, copy.

C-O-P- Now, the end of copy is spelled with a letter Y.

It's a happy Y, isn't it? Like the Y at the end of happy.

Come on, copy me then, TH-E-N, then.

Come on, copy me then.

Now let me have a look at that sentence.

I've just realised something.

That's actually two sentences because there are two separate ideas there.

The first is, come on.

That's one thing he says, isn't it.

That's one order he gives those monkeys.

Come on.

So I need a full stop here.

And then this second sentence is, copy me then, because that's a second thing that he asks them to do.

First, he says to them, "Come on." Second, he says, "Copy me then." So two separate ideas mean two separate sentences.

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

That means I need to change the C at the beginning of copy to a capital C, because it's going to be the beginning of a new sentence.

Come on, copy me then.

Actually, there's one more thing I'm going to change.

I'm going to change my full stops for exclamation marks.

Do you remember I told you about when we can use those.

We can use those to show really strong feelings.

And in my mind, I can imagine the hatmaker's son saying that in a very angry voice.

So he's feeling very angry.

That's a strong feeling.

So I'm going to use an exclamation mark instead of a full stop at the end of those sentences.

Come on, copy me then.

There, now I can say it in a really angry way with those exclamation marks on the end.

Now it's your turn to write your sentence about what the hatmaker's son was saying.

What was he saying to the monkeys? You might like to use some of the words on the screen to help you.

Come on, Copy, silly, naughty, cheeky, and monkeys.

Those are the words on your screen.

Remember to five-finger check your sentence.

Pause the video now and to have a go.

Now, we're going to reread and edit our work just like all good writers.

So I'm going to read my piece, read it with me.

Let's go.

He chucked his hat on the ground.

The monkeys did not flinch.

Come on, copy me then.

I really liked my piece of writing today because it shows what the problem is for the hatmaker's son.

And this last sentence here, when he says, "Come on, copy me then." Tells me that he's getting very angry about it.

Now when we edit, first, we edit using SAD, don't we? Which stands for swap, add, delete.

Now I don't want to swap anything, I don't want to delete anything, but I do want to add something.

I want to show his anger even more by adding something to this last sentence.

I want him to call the monkeys a name.

So I want to add, you silly monkeys.

I want my sentence to be, copy me then you silly monkeys.

So I'm going to cross out my exclamation mark.

You, you as a sight word.

Let me show you how to write it.

Copy me then you silly.

And we can have a go at sounding that out.

Let's do let's do it.

S-I-L-L-Y, silly.

S-I-L, now there're two Ls, Y.

And it's a happy Y again, isn't it? It's a Y, like at the end of happy.

Copy me then you silly monkeys.

Now we've written monkeys already here so I can copy it from there.

Monkeys.

And I still want my exclamation mark on the end, because he's still saying it with lots of anger.

He's still shouting it.

Come on, copy me then you silly monkeys exclamation mark.

Now, because this is something he says, I'm going to put it in inverted commas.

Now you don't need to do this in your writing, you can have a go.

I'm just going to show you.

So whenever we say something, it goes in between punctuation marks like this, these are called inverted commas.

Come on, copy me then you silly monkeys.

And then I closed them like this when the speech is finished.

Here's a reminder about rereading and editing.

So just like I showed you then, remember to reread your work, read it through, check it makes sense.

What do you like about it? Is there anything that you would swap, add, or delete? Pause the video now and do that.

Now, if you feel like an extra challenge and you want to go above and beyond with your writing today, then why not write two more sentences? The first one can be about how the hatmaker's son was feeling at the end of the story when he didn't get his hats back.

Here are some words to help you.

Silly, foolish, furious, upset.

And the second sentence that you might like to write, if you want to go even further with your challenge, is to write a sentence to tell us what's happened to him at the end.

And here are some key words on your screen to help you, if you would like to use them.

Home, nothing, money, stories, clever, monkeys, vanished and forest.

Pause the video now to have a go at your independent challenge, if you would like to.

Five-finger check your sentences, remember.

And if you do write them, I would love to read them.

So hopefully you can share them with me at the end of the lesson.

That brings us to the end of our lesson.

I am so impressed with your hard work today and I would love to read your writing.

So if you'd like to, please ask your parents or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational, @KateEBarron and #LearnwithOak.

Now, that brings us to the end of our unit on Monkeys and Hats Two.

In the next unit, We are going to be recycling the story, which means we're going to be changing it so that you can make it your own.

You're going to be creating your own character instead of the hatmaker.

So I'm really looking forward to that and I hope that you're going to join me.

Shall we finish singing the hatmaker's son song? I wonder if you can remember it, sing it with me.

Let's go.

♪ I know what to do ♪ ♪ Throw down my hat.

♪ ♪ Come on then copy me.

♪ ♪ I feel sad and angry ♪ One more time, let's go.

♪ I know what to do ♪ ♪ Throw down my hat ♪ ♪ Come on then copy me ♪ ♪ Now I'm sad and angry.

♪ Well done.

I look forward to seeing you in the next unit.

Bye.