Lesson video

Hello, everyone.

My name is Miss Barron and I love stories.

I love telling stories.

I love listening to stories.

I love writing stories.

And I love making up new stories from ones I already know.

And that is exactly what we're doing in this unit.

In lesson one, you created your new character.

So instead of the hat maker for monkeys and hats, we now have a new character who makes something else.

My character is a paper aeroplane maker.

I wonder what yours is.

Can you tell me now to your screen, say my character is a maker.

Tell me now.

Wow, so many different characters who make so many different types of things.

Our stories are going to be so fantastic.

I can't wait to start writing them.

Now, in lesson two, we told our new stories from memory.

So we know them really well now.

In this Lesson today, we are going to be exploring how our character is thinking and feeling at different moments in our story.

So this is what the learning is going to look like today.

Today we're going to start with a quick spelling activity.

Then we're going to hot seat our character to find out what they're thinking.

We're then going to write some thought bubbles.

And after that, we are going to discuss some changes in their feelings.

So how did their feelings change at different moments in the story? This is what you're going to need in today's lesson.

You will need something to write on, a piece of paper or an exercise book and something to write with, a pencil or a pen.

So pause the video now if you need to get any of those things.

So first, it's time for our spelling activity.

We are learning about suffixes at the moment, aren't we? Can you remind me what a suffix is? I think I've forgotten.

Can you tell your screen now in a full sentence, a suffix is, go on, tell me now.

Well done, well remembered.

A suffix is a letter or a group of letters that we add to the end of a word and they change the words meaning.

Now remember, our suffix that we are learning about at the moment is -ed, what happens when we put -ed at the end of a word? Can you remind me? How does it change the meaning? I wonder if you can tell me, tell your screen now.

Wow, you are right.

Again, well done.

It changes the meaning of the word to put it in the past tense telling us that something has already happened.

Well done.

So to remind us, we are going to act out some words that end in -ed.

It's going to be my turn, your turn.

So I'm going to say the word with the action and then you are going to do it.

Let's go.

Walked, your turn? Fantastic.

Remember to say the word and do the action together.

My turn, shouted, your turn? Great job.

Played, your turn? Rested , your turn? Climbed, your turn? Laughed , your turn? Well done.

And hurled, now hurled means to throw something really strongly, really violently.

So my turn again, hurled, your turn? Well done, fantastic job.

So those are all verbs that end in -ed, and we might want to use some of them in our story writing in this unit.

So it's good that we're learning how to spell them.

They all end in -ed.

Now, let's say those words again.

And this time I want you to listen carefully to the different sounds made by the -ed ending.

Wandered, rested, hurled, climbed, played, laughed.

So those are those words again, did you hear the different sounds made by the -ed ending? Do you remember in lesson one we found out that the -ed ending can make three different sounds? It can make the /d/ sound, the /t/ sound, or the /ed/ sound at the end of a word.

Now, what sounds did we hear from these words? We didn't hear any of them ending in the /t/ sound, did we? They all ended in either the /d sound or the /ed/ sound.

Listen again, wandered, rested, hurled, climbed, played, laughed.

So remember, even though sometimes the words might sound like they end in /d/, /t/, or /ed/, if you know it's a verb in the past tense, it's going to be spelt with that -ed ending.

Try and remember that when you're writing.

Now, let's make up some sentences and say them out loud.

We're going to make up some sentences using these words in the past tense for our new characters.

So for example, my sentence might be Dizzy Lizzy wandered through the forest.

Can you tell me your sentence using wandered about your character? Tell your screen now.

Fantastic job, well done, for answering in a full sentence.

Now, I'm going to choose another one.

My sentence is going to be Dizzy Lizzy played with her paper aeroplanes.

Can you tell me a sentence about your character using the word played? Your turn, tell your screen now.

Great job, another full sentence and you use the verb with the -ed ending.

Good job.

And let's do one more.

I'm going to use the word hurled.

Dizzy Lizzy hurled her paper aeroplane.

Your turn, see if you can use the word hurled for your character.

Remember, it means to throw really hard.

Go on, your turn.

Well done, amazing job with your full sentences using those verbs in the past tense.

Now, I wonder can you choose one of the words from the table, one of the words that you may have just used and write your own sentence about your own character using that word? Remember, you need to add -ed at the end of it to put it in the past tense.

There's my example, Dizzy Lizzy played with her planes.

I would like you to pause the video now and write one sentence of your own.

Have a go.

Now, we're going to move on to the main part of our lesson to our recycled stories.

Now, it would be really helpful if you had your story map with you at this point.

So pause the video now and go and get it if you don't already have it with you.

Fabulous job.

You've all got your story maps with you.

So we're just going to retell the story very quickly from our map to remind us what happens.

So here's my story map for my story, "Monkeys and and Paper Aeroplanes," and I'm just going to retell it really quickly using my map to help me.

Once upon a time, there was a paper aeroplane maker named Dizzy Lizzy.

She was on her way to market to sell her paper aeroplanes, but it was hot and she fell asleep under a tree.

When she woke up, all of her paper aeroplanes were gone.

She looked up into a tree and saw a crowd of monkeys each one of them flying her paper aeroplanes having a great time playing with them.

Dizzy Lizzy was furious.

She shouted at them, give me my paper planes back.

But all they did was talk back in their monkey talk.

So she said again, give me them back right now or you'll be sorry.

And they just copied her in their monkey talk language.

Well, she was so fed up that she threw her paper aeroplane on the floor.

But because monkeys love to copy, what monkey see, monkeys do, they did the same thing.

They copied her and threw all of the paper aeroplanes on the floor.

Wow, it was raining paper aeroplanes and Dizzy Lizzy was so delighted.

She got all of her paper planes back and off she went to sell them at market.

She sold all of them.

And that night she went home and told her son the story of how she tricked those cheeky monkeys into giving her her planes back.

Years passed, and Dizzy Lizzy's son became a paper aeroplane maker himself.

One day, he went to market to sell his paper planes and fell asleep under the same tree.

When he woke up, his basket of paper planes was empty.

But he wasn't worried, he knew where they were.

He looked up into the tree and saw those monkeys playing with them and smiled.

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

And of course, the monkeys just copied him.

He said, "My mom told me this story." And again, they copied him.

And so he threw his paper plane onto the floor, but the monkeys did not copy him.

They did not do what he expected them to do.

They did not move a muscle.

Dizzy Lizzy's son was confused what was going on.

"Come on monkeys," he said.

"Throw my planes to the ground, do what you're meant to do." But they did nothing.

And then finally, the chief monkey son climbed down a tree until he was face to face with Dizzy Lizzy's son and said, "You think you're so clever "because your mom told you stories.

"Well, guess what, our moms told us stories too.

"And this time we're keeping the paper aeroplanes." And off they went into the forest, playing with the planes, laughing, giggling, leaving Dizzy Lizzy's son with nothing.

He had nothing to sell at market that day and went home empty handed.

And that's the end of the story, "Monkeys and Paper Aeroplanes." So that was me using my story map to retell the main events of my own story.

I'd like you to retell your story using your story map like I just showed you with mine.

Now the reason that we're doing this is because once you know your new story really well, not only will you be able to tell it like a confident, fantastic storyteller, but you'll also be able to write it much more easily.

When you know it off by heart, it's really going to help you when it comes to writing the story.

So pause the video now, and have a go at retelling your story.

Amazing job, well done.

So now you've recapped the story and it's fresh in your mind.

We are going to get deeper into the mind of our character at some different moments in the story.

So to do that, first, we are going to hot seater.

So I'm about to get into the hot seat as my character Dizzy Lizzy.

My special friend, Maurice, is back with us today to put me in the hot seat as Dizzy Lizzy.

What's that, Maurice? You want to say hello to everyone, go on them.

Maurice says hello.

Can you say hello back to Maurice? So he's about to ask me some questions.

I'm going to get into character as Dizzy Lizzy.

Hello everyone, my name is Dizzy Lizzy and I make paper aeroplanes.

I love paper planes because they are so fast.

And I make them in all sorts of different shapes and sizes and colours.

I make big ones and small ones, tall ones and short ones, pink ones and black ones.

All sorts.

You want to know what happened to me today? Well, I was walking through the forest on my way to market to sell my house.

What was I thinking? I was thinking what a beautiful day it was.

The sun was out.

The birds were chirping.

There were flowers.

The trees were in full bloom, so green and leafy.

And I was also thinking how proud I was, of my fantastic paper aeroplanes that I've made and how many I was going to sell at market that day.

What happened next? Well, glad you asked.

Next, I fell asleep under a tree, but when I woke up, all of my paper aeroplanes had gone.

I couldn't believe it.

What was I thinking? I was thinking where on earth could they be? I looked everywhere for them, but they weren't anywhere in sight.

What happened next? Next, I looked up and saw a crowd of monkeys in a tree all flying my planes and having fun with them.

What was I thinking? Good question.

Well, at that point, I was thinking, "Those naughty monkeys, "how dare they take my planes without asking me." I was also thinking that they might break them.

I thought they might break my planes and I wouldn't be able to sell them so I needed to get them back quickly.

So that's me being hot seated by Maurice.

Now, we're going to write two sentences to show what our character is thinking at two different moments in the story.

I think we could use some ideas that we just heard in our hot seating activity to help us.

Now, you're going to help me write sentences about my character first, and then it's going to be your turn to write your own sentences about your character.

So let's look at this first picture to help us.

Now, this is the moment right at the beginning of the story, isn't it? When the character is on their way to market to sell their things.

So my character, Dizzy Lizzy, is on her way to market to sell her paper aeroplanes.

And I know she's feeling happy and in a good mood because she's singing her favourite song.

I wonder what she's thinking at this moment.

I wonder what's going through her head.

Can you tell me your idea? Tell me in a full sentence now, starting, "I think she's thinking." Tell your screen now.

So many brilliant ideas I'm hearing, I can't wait to share them with you.

I heard, "I feel so proud of my fantastic planes." I really like that idea because it tells me that she feels really excited to sell her planes at market.

I also heard, "What a beautiful day." I like that too, because it tells me that she's really enjoying the sun and the nature of the forest around her.

I also heard, "I will sell all my planes at market today." I like that idea too, because it tells me how confident she's feeling.

I think I'm going to choose the first one though, "I feel so proud of my fantastic planes." Now, you might like one of the other options or you might have your own idea.

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

But first, help me write my sentence.

So let's say it out loud together.

I feel so proud of my fantastic planes.

Say it out loud with me.

I feel so proud of my fantastic planes.

Now, let's act it out.

I feel so proud of my fantastic planes.

Act it out again with me.

I feel so proud of my fantastic planes.

Now, lets count it on our fingers.

I feel so proud of my fantastic planes.

That's eight words.

So I'm going to write eight in here just to remind me.

Now, let's write our sentence I, we always start with a capital letter, don't we? And I on its own, it's always a capital.

I feel, sound that up with me.

Feel, feel.

I feel, feel, so, as our sight word.

So, S-O, spelled so.

I feel so proud.

Sound up proud with me.

Proud, proud.

Proud.

There's a phase five diagraph /ou/, the sound /ou/ is spelled O-U.

I feel so proud of my and m and y spells my.

I feel so proud of my fantastic.

Now, that's a long word.

We can help ourselves by breaking it down into three parts.

So let's do that.

Fantastic, fan-tas-tic, okay? Help me sound out the first part, fan.

Now, let's sound out the next part, tas, fan-tas, wasn't it? So it's tas.

And the last part is tic.

So let's say that together.

Lets sound it out, -tic, /tic/.

And it's a C at the end for the /C/ sound.

Fantastic.

I feel so proud of my fantastic, there it is.

I've written the word fantastic.

I feel so proud of my fantastic planes.

Let us sound that one out.

P-la-ne-s, planes, again, P-la-ne-s, planes.

Let's write it, pla-, split digraph phase five.

I need a gap in the middle, -nes, planes.

There we go.

I feel so proud of my fantastic planes.

Wow, thank you so much.

You helped me write my sentence just then, I'm really proud of it.

And I need a full stop on the end, don't I? Now, let's read it back to check it makes sense.

Read it with me.

I feel so proud of my fantastic planes.

It does make sense, doesn't it? It's got a capital letter at the beginning and a full stop at the end.

And it's eight words.

There's my sentence.

I would like you to draw a picture of your character at the beginning of the story.

Then draw a big thought bubble like this and write your sentence about what your character is thinking at the beginning of the story in your thought bubble.

Here are some key words to help you.

In the white box, you can see the words what, beautiful, lovely, peaceful, market and made.

Those words might help you write your sentence.

And underneath in the purple box, if you chose one of my ideas for your character, I've given you the words toy dinosaurs, footballs, and party dresses.

Pause the video now to write your sentence.

Amazing job.

You have written your first sentence.

Now we're going to write another one about what our character is thinking at this moment in the story.

So let's look at the picture to help us find out what's happening at this moment.

This is the moment when the character wants their things back from the monkey.

And is telling them to give them back.

So Dizzy Lizzy, once I pay for aeroplanes back from the monkeys, but they're not doing what she says.

So what do you think the character is thinking at this moment? Hmm, have a think? What do you think the character is thinking at this moment in the story? Can you tell me your idea now in a full sentence? I think she's thinking, tell your screen your idea.

Wow, so many fantastic ideas that I just heard.

I heard they might rip my planes.

Gosh, I like that because it tells me that she's really worried if they rip her plane, she won't be able to sell them at market.

I also heard I will get my bow and arrow soon.

Oh my goodness, that tells me that she is really fed up and angry.

I also heard what if they break my planes? I like that.

That's a question showing me that she's worried again, and that she thinks they might break them.

I'm going to choose the first one.

They might rip my planes.

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

Help me write my sentence first.

They might rip my planes.

Let's say it out loud.

They might rip my planes.

Let's act it out.

They might rip my planes.

Act it out with me again.

They might rip my planes.

Now let's say it's on our fingers.

Let's count the words on our fingers.

They might rip my planes, five words.

They, so we're starting with a sight word.

Capital letter at the beginning of my sentence remember.

They, T-H-E-Y spells they.

They might, sound it out with me.

M-i-ght, might, that's three sounds.

/M/, /I/, there's our trigraph,/ght/.

They might rip.

Let's sound it out.

/R/,/ip/, rip.

They might /r/,/ip/, rip, /my/, my is a sight word, isn't it? M and Y spells my.

They might rip my planes.

Sound it out with me, /p/, /la/, /nes/, planes.

U-A, there's our phase five split diagraph again, so I'm going to need a gap in the middle.

They might rip my planes.

Full stop at the end of my sentence.

Lets read it back, read it with me.

They might rip my planes.

That makes sense, doesn't it? I've got a capital letter at the beginning, a full stop at the end.

I've remembered all my finger spaces, and I know I've got my five words.

Fantastic job.

Thank you for helping me.

Now, it's time to draw your picture of your character at this moment in the story.

Draw a big thought bubble, and inside that thought bubble, write your sentence about your character.

In the white box, you can see the words monkeys, break, destroy, once, bow and arrow.

That's to help you with your writing in case you would like to use those words.

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

Well done for writing your sentences.

Now, before we finish, we're just going to think about how our character's feelings change throughout the story.

So let's look at this first picture.

This is our character on the way to market, isn't it? So how does your character feel at the beginning of this story when they walk into market to sell their items? This is going to be my sentence.

At the start of the story, she felt excited because she was looking forward to selling all of her paper aeroplanes.

That's my sentence.

Now, you can use those emoji faces on the screen to help you and the words are there to match.

If you would like to take a bit more time to think about your sentence, you might want to pause the video now.

But if you feel ready to tell me how your character feels at the start of the story, tell me in a full sentence now.

Say, "At the start of the story felt because, tell your screen.

Well done, some amazing full sentences there to tell me how your character felt at the beginning of the story.

Now, you're going to tell me a sentence about how your character's feelings change at this moment in the story.

Have a look at the picture.

This is the moment that we wrote our second sentence about earlier, isn't it? Have a look at those emoji faces to help you, to help you think about feeling words.

Now this is going to be my sentence.

When the monkeys took her paper aeroplanes, she felt angry because she thought they might rip them.

What's your sentence going to be? You might want to pause the video to take a bit more time to think about it.

Or you might be ready to tell me now.

If so, tell your screen your sentence now.

How is your character feeling at this moment in the story, when the monkeys took his or her, she or he felt because, tell your screen.

Another amazing full sentence.

So now we've just had to think about how our character's feelings change at different moments in the story.

That's important to think about because we might want to get those feelings across when we come to write our story.

So at the beginning, when we write our story, we're going to show that the character is feeling happy or excited or relaxed.

And then when we get to this moment in the story in our writing, we are going to show that the character feels angry or worried or confused.

So that brings us to the end of our learning for today.

Well done for trying so hard in today's lesson, you are becoming amazing storytellers and amazing story writers.

So it's bye bye for Maurice and I.

Say bye, Maurice? Bye.

Can you say bye to Maurice? And we will see you in the next lesson.

Bye, everyone.