Lesson video

Hi there.

I'm Mrs. Howley.

This is my helper, Cedric.

We've been creating stories in this unit all about helping.

We're going to build up our writer's tool kit today.

Let's get ready for our learning.

In today's lesson, we're going to explore how writers create moods so we can carry on building up our writer's tool kit.

We're going to start with a song.

Then, we're going to do some shared reading.

Then, we're going to explore the text a bit more and then build up our toolkit.

For this lesson, you'll need a piece of paper or an exercise book, a pencil or a pen, and your brilliant brain.

Pause the video now to collect those things.

We're going to sing a song now.

We sang it earlier in this unit.

It's a song about a garden party.

It links to the story that I've created.

I want to show that mood of joy and celebration that happens at the end of my story.

Would you like to join in? Let's go.

♪ Who's coming to my garden party? ♪ ♪ Who's coming to my garden party? ♪ ♪ Who's coming to my garden party? ♪ ♪ Who's coming to my garden party? ♪ ♪ Butterflies coming flap, flap, flap.

♪ ♪ Butterflies coming, flap, flap, flap.

♪ ♪ Butterflies coming, flap, flap, flap.

♪ ♪ She's coming to my garden party.

♪ Who's going to come next? Wiggly worm.

♪ Worm is coming, wriggle, wriggle, wriggle.

♪ ♪ Worm is coming, wriggle, wriggle, wriggle.

♪ ♪ Worm is coming, wriggle, wriggle, wriggle.

♪ ♪ He's coming to my garden party.

♪ Who do we want next? Fly? Can you join in with the buzzing? ♪ Fly is coming, buzz, buzz, buzz.

♪ ♪ Fly is coming, buzz, buzz, buzz.

♪ ♪ Fly is coming, buzz, buzz, buzz.

♪ ♪ He's coming to my garden party.

♪ I wonder if you could add to that song with some other animals that could come to the garden party.

We're going to be doing some reading in this lesson.

We need your magnet eyes ready to spot the letters or groups of letters.

Make the sounds and blend them together.

Also, if you get to the end of a sentence and it doesn't make sense, go back and read it again.

We're also going to be building up our writer's toolkit.

We're going to be trying to spot when writers are using these things to create mood that move the audience to feel what they want them to feel.

They might describe the settings, describe the action.

They might show characters emotions by describing their actions, their appearance or their thoughts and their feelings.

You can look out for those things in the text.

Let's get started on our first extract.

You might want to download this or view it on the screen separately so that you can follow it with your finger.

Okay, let's get ready.

Ih, t.

It.

It was.

That's one of our tricky words.

It was a k, old.

Cold.

It was a cold and grey day.

Let's read that again.

It was a cold and grey day.

Oh dear.

Ss, n, ail.

Snail.

Snail did not want to come out out of h, is his Sh, ell shell today.

Snail did not want to come out of his shell today.

He, one of our high frequency words.

He D, er, ag.

Drag.

Dragged.

That's our past-tense verb.

He dragged himself.

I broke that one down to help me with it.

H, im.

Him.

Ss, el, f.

Himself.

He dragged himself slowly across the d, am, p.

Damp grass.

He dragged himself slowly across the damp grass.

I w, i, sh.

Wish.

I wish people would leave me alone! He thought.

I wish people would leave me alone! He thought.

What do you think the writer is trying to make you feel here? What mood are they creating? Get thinking.

In that first sentence, they're telling us that the weather is cold and grey.

That makes me feel very sad.

They're describing the setting.

The setting, using that sentence.

We can add that to our writers toolkit, description of setting.

Let's have a look at the next sentence.

Snail did not want to come out of his shell today.

That's showing us the appearance of snail.

He's not coming out of his shell.

But, it's also showing us the action.

He's staying where he is.

Again, it's creating that mood of sadness.

Let's have a look at the next sentence.

He dragged himself slowly across the damp grass.

He's dragging himself slowly.

What does that tell you about how the character's feeling? That's action and appearance again, isn't it? The writer is showing us that snail is fed up.

Then the last sentence, is showing us the character's thoughts.

It's showing us what he's thinking.

I wish people would leave me alone! He thought.

That also helps us create that mood of sadness.

We've got description of setting.

We've got description of action and appearance.

And, character's thoughts.

They have all helped us to create that mood of sadness.

Let's have a look at another extract.

Let's read it together first using our reading strategies.

The.

That's one of our tricky words.

The b, er, igh, t.

The bright sun shone d, ow, n.

Down.

The bright sun shown down on their smiling faces.

This mood's a bit different.

The bright sun shown down on their smiling faces.

Ss, n, ail.

Snail.

Well remembered.

Snail was.

Was, one of our tricky words.

Snail was grinning from ear to ear.

A big smile on his face.

What a great party! He thought.

What a great party! He thought.

Everyone danced and cheered with j, oy.

Joy.

Everyone danced and cheered with joy.

What mood do you think the writer has created here? One of happiness and joy and celebration.

Let's have a look how they've done it.

In that first sentence, they're describing the bright sun shining down.

That's description of setting.

As the person reading that, I can see that lovely sunny scene and it makes me feel very happy.

It also tells us that they've got smiling faces.

It's showing the character's appearance.

Well done.

Let's have a look at the next sentence.

Snail was grinning from ear to ear.

Showing us the character's appearance again with that big smile on his face.

Showing us how happy he is.

Then, we've got thoughts again, description of thoughts.

What a great party! Finally, we've got action.

Everybody dancing and cheering with joy.

The writer has created that mood of joy and celebration by describing setting, characters' appearance, thoughts, and we've also got at the end that action of feeling of joy.

I'm going to go back to this piece of text now where the writer created that mood of sadness.

I'm going to draw a picture.

I'm going to draw the scene, but I'm also going to label it with parts of the toolkit that the writer's used.

This is really going to help me when I'm creating mood in my own creative story.

In that first sentence, I've got it was a cold and grey day.

I'm going to draw those grey clouds to show that.

I'm going to write Brr to remind me of that.

I'm going to write the word setting because that's what the writer is describing to create that sad mood.

The next line says, Snail did not want to come out of his shell today.

I'm going to show snail there just peeking his head out with a sad face.

He does not look happy about that.

Then, I'm going to think about the next sentence that says that he dragged himself slowly.

Slowly.

Can you see how I'm making notes and drawing pictures? Slowly.

That is describing the action.

I've got setting and action.

Then, the next part is I wish people would leave me alone.

I'm going to draw a thought bubble with the words leave me alone in to show the character's thoughts.

All of this shows that feeling of sadness.

I'm going to draw a sad face because that is the feeling that the writer has given me.

All together, I've created a little sketch to show me what the writer's done to create that mood of sadness.

Now it's your turn.

I'd like you to draw a picture of one of those scenes or both.

I'd like you to show how the writer has created that mood either of sadness in the first scene, or joy and celebration in the second scene.

When you've drawn the picture, you might want to label it with parts of the toolkit that they've used like action, thoughts, setting.

Pause the video now and have a go.

Oh, sorry.

Me and Cedric can't stop singing that garden party song.

Cedric would like to know what we've learned from those texts about creating mood for the reader.

Let me see.

You could describe the setting.

You could describe the character's, what's that word for what they look like? Appearance.

That's right.

We could describe the character's appearance.

We could describe the character's thoughts.

We could describe their feelings.

I forgot action.

You're right, Cedric.

Or, we could describe the character's actions.

Brilliant, because in the next few lessons of this unit, we get to write our own creative stories.

I can't wait and neither can Cedric.

Have a great day and we'll see you soon.

Bye.