Lesson video

Hello, everyone.

My name is Miss Barron, and I love stories.

I love telling stories and I love making up new stories from ones I already know.

And I also love writing those stories, because then I have a finished story that is all my own that I've written, I could be really proud of, that I can read and tell and show to anyone whenever I want to.

And that is exactly what you are going to have at the end of this unit.

You are going to have your very own story that you have written with your own ideas and your own character that you created.

That is really exciting.

And I'm really excited to see your finished stories at the end of this unit.

So just like all great writers, before we can start writing our stories, we first need to plan them.

We need a clear plan so that we know what to write in each section.

And that's what we're going to do today.

We are going to box up for purpose so that we can put each section of the story in a different box so that we know what to write.

Now, let me tell you what today's lesson is going to look like then.

So we're going to first do a spelling activity, then a recycling game to warm up our creative minds, then we're going to box up for purpose to help us plan our story writing.

So this is what you're going to need in today's lesson; something write on and something to write with.

So if you don't have a piece of paper or an exercise book or a pencil or a pen, pause the video now and go and get those things.

Let's start with our spelling activity.

Listen carefully to these words.

Jump, walk, shout.

Now, these words are called verbs.

Say that for me, my turn, verbs.

Your turn.

Again, verbs.

Your turn.

Well done.

Most verbs are doing words, which means that we can do them.

So I'm going to read those words again and this time, I'm going to put an action with each of them to show that we can do them.

Ready? Jump, walk, shout.

So now I've got a challenge for you.

I want you to see if you can put those verbs in the past tense.

Remember, the past tense means that it's already happened, it's finished, complete, over, it's not happening anymore.

So we looked at this in the last few lessons.

I wonder if you can remember.

What do I need to do to these words to put them in the past tense? Have a think now.

Now tell your screen, go and put those verbs in the past tense.

So give me three words, these three verbs in the past tense.

Tell you screen now.

Well done.

Sounds like lots of you remembered that learning from our last few lessons, which is fantastic.

So these are the verbs in the past tense.

Jumped, walked, shouted.

And you noticed, didn't you, that ed has been added to the end of each verb to make it past tense.

Now, that ed is called a suffix.

Say that word for me.

Suffix.

Suffix, well done.

A suffix is a letter or a group of letters that goes on the end of a word to change its meaning.

So here the suffix ed changes the meaning of the word to put it in the past tense.

If it's in the past tense, it means that the action is finished, it's over.

Now, this is what you're going to do to practise that learning today.

I would like you to make up some silly sentences about characters you know from nursery rhymes and add ed to the end of the verbs in the table on your screen to make your silly sentences in the past tense.

So I've given you two story maps to help you from nursery rhymes that we have used in the last few lessons, "Humpty Dumpty" and "Little Bo Peep." You might like to use some other nursery rhymes that you already know.

If you do, that's great.

Now, here are some words on the screen to help you.

Yell, crack, jump, start, walk, shout.

Those are all verbs that you can use in your sentences about your favourite nursery rhyme characters.

But remember, you need to put the verb in the past tense by adding ed.

Here's my sentence, as an example to help you.

"Humpty Dumpty cracked open his shell." So there's my verb, crack.

And I've added ed to put it in the past tense.

Now, you don't have to write your sentences down.

You can, if you would like to.

You can just say them out loud though.

So I would like you to pause the video now and have a go at making up your silly sentences in the past tense.

How did you get on? I would love to hear one of your sentences.

Can you choose your favourite sentence and tell me out loud to your screen now? Wow, some amazing silly sentences about your favourite nursery rhyme characters.

What a lot of fun.

Now it's time for our recycling game to get our creative brains in gear.

And we're going to do that by plot recycling "Little Bo Peep." Now, plot recycling just means that we are going to change nearly everything about it, which is really exciting, because we get to use loads of our own ideas.

So this is how it's going to work.

First, we're going to use my story map on the screen to help us retell "Little Bo Peep." So in fact, we can sing it.

Are you ready to sing with me? ♪ Little Bo Peep has lost her sheep ♪ ♪ And doesn't know where to find them ♪ ♪ Leave them alone and they'll come home ♪ ♪ Wagging their tails behind them.

♪ One more time.

Ready? ♪ Little Bo Peep has lost her sheep ♪ ♪ And doesn't know where to find them ♪ ♪ Leave them alone and they'll come home ♪ ♪ Wagging their tails behind them ♪ Well done.

So this story is about a girl, Little Bo Peep, who has lost something.

She's lost her sheep.

And in the end they come home, don't they? Now, we are going to completely change it.

So let's think of another character instead of Little Bo Peep.

You might already have a character in your mind.

In case you don't, here are some ideas of mine that you could use.

So have a look at the pictures.

You could use an alien, you could choose a king or you could choose a unicorn.

So have a think.

You might like to use one of my ideas or you might already have your own.

I would like you to draw a very simple, quick picture of your character now.

Pause the video and do that.

Well done.

Have you got your character? Can you tell me what it is in a full sentence? Say, "My character is.

." Amazing.

Now, let's move on.

This is the next thing we need to do.

We need to think of the problem for the character.

Little Bo Peep lost her sheep.

That was a big problem for her.

What could be the problem for your character? You might already have an idea.

If you do, hold it in your head.

If you're not sure, and you used one of my characters, here are some ideas for some problems for those characters.

So if you chose the alien, the problem could be that he lost his special power belt.

He might have lost his football or he might've lost all of his Pokemon cards.

If you chose the king, here are some problems for the king.

What could he have lost? He could have lost his Lego.

He could have lost his daughter.

He could have lost his special lamp, which grants him wishes.

And if you chose the unicorn, here are three things that she could have lost, or he.

The unicorn could have lost its horn.

It could have lost its mane, its colourful mane, or it could have lost its wings.

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

I would like you to draw a simple, quick picture of what your character lost.

Pause the video now and do that.

Fantastic job.

Oh, I'm so interested to find out what you've drawn so far.

Can you tell me what your character lost? Say, "My character lost.

." Go and tell your screen.

Fantastic.

Okay, let's carry on then.

Now we've got our character and our problem, our character who has lost some thing.

Now we need to think about how we're going to solve the problem.

So how is the character going to get back what they have lost? I'm going to tell you my finished version.

So listen carefully.

Una the unicorn lost all the colours from her mane.

She didn't know where to find them.

Then she found a painter who was painting colourful pictures with his paintbrush.

He painted the colours back into her mane.

And to thank him, because she was so happy, she gave him the power to fly.

And he and his painter friends flew around the skies, painting the world with colour, with their paint brushes.

So that is my finished version.

I would like you now to think about how you're going to solve the problem for your character.

Draw a quick story map like mine, very simple, and then tell your version.

Pause the video now and have a go.

Now, we did that because we are recycling in this unit, aren't we? We are recycling our story from unit one, "Monkeys in Hats," to make it our own.

Now, we did that because this unit is all about recycling, isn't it? We are recycling the story that we know from unit one, "Monkeys in Hats," and we are changing it to make it our own.

In the next few lessons, we are going to write that story.

So today, remember we are going to plan it, and I'm going to show you how we can box up our new stories to help us plan for the writing.

Now I'm going to show you how you can box up your story to help you plan for writing.

So help me box up mine first, and then it's going to be your turn for your story.

So first, I'm going to talk you through what these pictures mean here.

Now, our story opens with character, doesn't it? We are going to introduce our character.

So this means character.

Then we are going to talk about the problem for our character.

After that, we are going to say how the character's problem gets solved.

Then we're going to introduce our second character, and then talk about the problem for that character, then say how that character's problem does not get solved.

And then it's going to be the ending of our story.

So let's look at the opening of our story when we're going to introduce our character.

So in my story, I've got my picture to show Dizzy Lizzy asleep under the tree.

Oh, I need to draw her basket of paper aeroplanes.

So you are going to draw a picture of your character asleep under the tree in that first box.

Now, you can see that's in this section here, I have done a smiley face to show how she's feeling.

I think at the beginning of the story, when she's on her way to market and resting under a tree, she is feeling happy.

So I've done a smiley face and written the word happy.

Now, I just want to write one key word in this box that I want to use when I come to write my story in the next lesson.

One word that I want to use for the opening of my story.

I think I want to choose the word forest.

Sound it out with me.

Let's go.

F-O-R-E-S-T, forest.

Well done.

I want to use the word forest when I wrote the opening of my story to show that the character is walking through the forest.

F-O-R-E-S-T, forest, great job.

Now, if you can download and print your boxing up grid, then have that with you.

If not, don't worry, have a go at drawing one, just like mine.

Now it's your turn to fill in the first section of your boxing up grid.

So that is your opening.

Just like I've just shown you.

So you're going to draw your character under the tree.

You are going to choose one key word that you would like to include in your writing in the next lesson.

And then you're going to draw a feeling face and a feeling word to show how your character feels at the beginning of your story.

So pause the video now and do that.

Now we're going to do the second box on our boxing up grid, the problem box.

So we're going to say what the problem is for the character.

And as you can see from our picture, the problem is that the monkeys will not give them back their things.

So for my character, the monkeys will not give back the paper aeroplanes.

So I think for this section of the story, it's going to be really important to use the word monkey.

Now, monkey is one of our key story words, isn't it? We should know how to spell it by now.

I'm going to write it.

Monkey.

Monkey, M-O-N-K-E-Y spells monkey.

That's definitely a word that we are going to need to use in our stories and tech.

Now, how is our character feeling at this point in the story? How is the character feeling? Tell me in a full sentence, "The character is feeling.

." You are right, I agree with you.

The character is very angry, isn't.

You are right, I agree with you.

The character is angry here.

So I'm going to draw my angry face.

And you're going to help me sound out the word angry.

Are you ready? A-N-G-R-Y, angry.

Well done.

A-N-G-R-Y, angry.

There's our happy E sound spelled with a Y, just like on the end of happy.

Now it's your turn to do your box to show your problem for your character, just like I showed you.

Remember to add in the picture, the key word that you want to use in your writing and your feeling face and feeling word to show how your character feels at this moment in the story.

Pause the video now and have a go.

Now we're ready to do our third box.

The third box is the solution for the first character.

So we're going to how the problem gets solved.

And for our character, the first character, it does get solved, doesn't it? She or he gets their things back.

In my case, Dizzy Lizzy gets her paper aeroplanes back.

Now, I think an important word to use here is going to be threw.

Threw, watch me write it.

Threw.

Threw.

Dizzy Lizzy threw her plane on the floor, didn't she? Your character through whatever it is they made on the floor.

So how is the character feeling at this point when they get their things back? How is the character feeling? Tell me in a full sentence, "The character is feeling.

." You're right.

The character is feeling really happy.

So I've got a great word that means really happy.

The word is delighted.

Say it with me.

Delighted.

My turn, delighted.

Your turn.

Well done.

It means really happy.

Now let's sound it out together.

Ready? Delighted, D-E-L-I-T-E-D, delighted.

Brilliant job.

Help me write it.

D-E-L-I-T-E-D, delighted.

A long word, but we were able to sound it out and now we can use it in our writing.

Fantastic.

So I'm going to draw a really happy face there to show delighted.

There we go, a big toothy smile.

Now let's do the next one.

We're going to do two boxes together this time.

Now we're going to introduce our second character.

So in my story, that is Dizzy Lizzy's son.

Now, Dizzy Lizzy's son falls asleep under a tree, and when he wakes up, his basket of a planes is empty.

So I want to use the word empty.

Sound is out with me.

E-M-P-T-Y, empty.

Empty, E-M-P-T-Y, empty.

Fantastic, empty.

And there is the happy E sound spelled with a Y again, just like on the ends of happy and angry.

So how has the parents are feeling when they're sleeping under the tree, do you think? Tell me in a full sentence, "The character is feeling.

." You're right, could be a number of feelings.

Could be feeling calm, could be feeling relaxed, could be feeling happy.

I think I'm going to go with happy again.

So I'm going to draw a happy face.

Happy, H-A-P-Y, double P in happy.

And there's a happy E sound on the end spelled with a Y.

Now it's your turn to do boxes three and four.

So that is the solution for our first character, and then introducing the second character, which is probably your character's son or daughter, like I'm introducing Dizzy Lizzy's son.

So have a look at mine to help you.

If you need to rewind and watch my example again, do that.

So remember, you're drawing the pictures in each box, one key word in each box to help you, and then your feeling words and feeling faces.

Pause the video now and do that.

Now let's move on to our last three boxes to finish off our story.

So this is problem two for the second character.

Have a look at the picture.

This is the problem for the second character, isn't it? The character is throwing their things down on the ground and the monkeys do not move a muscle.

They don't do anything.

So I think I want to use the words, I think I want to use a phrase there, I think I want to use come on.

Come on, let me show you how to write it.

Come on.

So this is something he might say that I want to put in my writing, come on, and I'm going to put an exclamation mark on the end.

An exclamation mark to show strong feeling.

He says it angrily.

Come on! Now, so, I've just given you a clue.

How is the character feeling? He's feeling angry there too, I think.

So there's my angry face again.

Angry, A-N-G-R-Y, angry.

There's our happy E sound spelled with a Y, just like on the end of happy.

And now the next box.

The problem does not get solved for our next character, does it? The problem doesn't get solved, he doesn't get his things back.

So look, there's the monkey saying, "This time, we're keeping the hats." And there is Dizzy Lizzy's son, not looking happy at all.

So I think here, I want to use the word kept.

Kept, to show that the monkeys kept the planes.

Sound it out with me, K-E-P-T, kept.

Fantastic.

K-E-P-T, kept.

Now, how is the character feeling? I think angry again.

So I'm going to draw my angry face.

Angry, A-N-G-R-Y, angry.

Gosh, we're getting good at writing that word now.

And now it's your turn to do boxes five and six on your boxing up grid.

So we're looking at the problem for the second character and then how that problem is solved or not solved.

In this case, for the second character, it isn't solved, is it? So remember to draw your picture in each box to show what's happening, then draw your key word or words and your feeling faces to show how the character feels with the feeling word to go with them.

Pause the video now and do that.

Let's do the final box.

Let's do the ending of our story.

Have a look at the picture to help you.

The character does not get their things back and ends up going home with nothing.

So my keyword for this box is going to be nothing.

Now, this is the sight word, we cannot sound it out.

So watch me write it, nothing.

Nothing, N-O-T-H-I-N-G spells nothing.

And how is the character feeling at the end? I think the character is feeling sad.

Sad because they can't make any money.

And they go home with nothing.

S-A-D, sad.

And now it's time for you to do your final box on your boxing up grid.

So this is the ending of our story.

This is to show what's happened to the character at the very end.

And the character goes home with nothing, don't they? So draw your picture, write your key word, and your feeling faced with your feeling word.

Pause the video now and do that.

Here's my final boxing up grid, just in case it helps you to see it in full.

Remember, you can always rewind the video and watch me demonstrate boxing up my story to help you with yours.

But your finished box up grid should look something like this, but for your character instead of mine.

So pause the video now if you need a bit more time just to go over your boxing up and make sure it's finished.

That brings us to the end of our learning today.

Well done for working so hard on your boxing up.

That might be the first time that you've done that, but I think or I hope it will really help you with your writing.

Now, I'm really excited to start writing our stories.

I hope you are too.

I look forward to seeing you in the next lesson.

Bye.