Lesson video

Hi there! I'm Mrs. Howley and this is Cedric, and we're really excited today because you get to start writing your own stories! How fantastic is that? Now, Cedric sometimes worries that writing might be a bit tricky, but I've got that rhyme for him, because remember, mistakes are beautiful, and we've got to get through the tricky bits so that we can learn.

And then we feel amazing at the end of it.

So the rhyme goes like this.

It really doesn't matter if things get tricky.

That's the only way that the learning gets sticky.

Let's get ready for our learning today! In today's lesson, you're going to write the start of your created story showing mood.

We'll start with some spelling, then we're going to retell our stories.

Then we're going to do some writing together, some shared writing, and then you're going to do some independent writing.

You'll need an exercise book and some paper, a pencil or a pen, your brilliant brain, and also if you've got your story map handy for your created story, that would be great.

Pause the video now, then press play again when you're ready to go.

Earlier in this unit, we started working on plurals.

That means where we've got more than one of an object or a thing and we add an S or an E-S on the end of the word, we call that a suffix, to show that it's become a plural.

Let's have a go and see what we can remember with these first few words.

So I would have one flower, or we could have some flowers, we add an S.

Let's try with another word.

We have one box, but we have some boxes, boxes.

Hmm, I think because I've heard that it's become two syllables, boxes, it's an E-S on the end, brilliant.

Let's try another one.

Bee.

One bee, some bees.

It's got that on the end.

I think it's just an S, fantastic! Let's have a read of these other plural words and look for the tricky bits.

Trees, dogs, boxes, lunches, apples, clouds.

Pause the video now and have a go at writing two of those words in a sentence.

Make sure you listen out for the sound of the word so that you know whether to add an E-S or an S.

Okay, we're going to be writing our very own created stories.

We're going to start today.

If you've got your boxing up handy from the previous lesson, then that would be fantastic.

I'm going to retell my story now just very quickly using the boxing up.

So at the start, my snail is in a garden and he's feeling fed up.

And all of these other creatures are trying to persuade him to come to the party, but he just says, "I don't want to go." I'm not showing the mood of sadness.

I don't want to go.

But then we've got the mood of fear because then a bird swoops down and tries to eat the snail! We've got the mood of fear.

Did you get it? Then the butterfly saves him by creating a cloud of beautiful butterflies, showing the mood of wonder.

Then Butterfly cheers Snail up and they become friends because she's been so kind to him.

That's our mood of kindness.

You'll have some kindness in your story because we're all writing a helping story.

And then my final mood that I'm going to create is that of joy and celebration because they all have a party! And they have a fantastic time.

Maybe you could talk through the moods in your story to get you ready for writing.

Okay, now with every sentence that I'm going to write I'm going to think it first, then say it, then punctuate it.

Think it, say it, punctuate it.

Then when I'm actually writing it, I'm going to think it again, write it, and read it back.

Think it, write it, read it back.

My very first sentence, let me think.

Now I want to create that mood of sadness.

I'm going to use the writer's toolkit that we discussed earlier in the unit.

So I'm going to start by describing setting.

Let me see.

What was the weather like? It was a cold and grey day, and the grass was wet.

Yes, I'm going to join two clauses with and.

It was a cold and grey day, and the grass was wet.

It was a cold and grey day, and the grass was wet.

Capital letter, it was a cold, grey day.

It was a cold and grey day, and the grass was wet, full stop.

It was a cold and grey, it, it, was is one of our tricky words.

We can't sound it out, we've just got to know it.

It was a, another one of our high frequency words.

It was a cold, cold.

It was a cold and, and, and grey, grey, grey.

It was a cold and grey.

It was a cold and grey day, day, and, and, and, the, one of our high frequency and tricky words, the.

And the grass, and the grass was, we've already used that word in this sentence, was wet, wet, wet, wet.

It was a cold and grey day and the grass was wet, full stop.

What is the setting like at the start of your story? What mood do you want to create? Is it a mood of fear? Is there a wind howling? Is it a mood of happiness at the start of your story? Is there a bright, sunny day? You're going to have a go at writing your setting sentence now for the start of your story.

I put some tricky words in this box here.

There, a, was, they, were, and the.

Don't forget your capital letters, finger spaces, and full stops at the end.

Pause the video now, and press play again when your sentence is done.

In my next sentence, I'm going to describe some action to show the mood.

I think I'm going to show Snail trying to hide in his shell, but I'm going to use the conjunction but to show how everybody else was feeling.

So let me see.

Everyone else was excited about the party, but Snail wanted to hide.

Everyone else was excited about the party, but Snail wanted to hide.

Everyone else was excited about the party, but Snail wanted to hide, full stop.

I'm going to add another sentence to the start of this to say the garden was, that's one of our tricky words was, W-A-S, was his home, just to show the reader how happy he is now.

Then I've got my setting description.

So I've got there, capital T for there.

There was, there was, W-A-S, there was a warm breeze, breeze.

There was a warm breeze and, using that conjunction to join my ideas, there was a warm breeze and the hot sun, hot sun showed, show E-D, from my past tense verb, showed its face.

Face, full stop.

Now it's your turn to write the next sentence or two, using some action to show the mood that you want at the start of your story.

I put some words in the box to help you.

Everyone, he, she, was, a, and the.

Pause the video now and write your next sentence or two, not forgetting capital letters, finger spaces, and full stops.

Press play when you're ready to write the next part.

In my next sentence, I'm going to create that mood of sadness by showing the character's thoughts.

What might Snail say about the parties? Hmm, I hate parties, he thought.

Capital letter.

I hate parties, he thought, full stop.

Okay, so capital I, H-A, split diagraph a, hate, I hate parties.

Parties.

I hate parties, he thought.

Full stop.

I hate parties, he thought, full stop.

I'd like you to write a thoughts sentence now to show the mood at the start of your story.

Pause the video now and have a go.

Press play when you're ready for the next part.

I think I'm going to include some more description of action in my next sentence.

I want to describe Snail staying in his shell, despite all the animals trying to persuade him out.

Snail stayed in his shell.

Hmm, I might use the conjunction but though, to show some contrast again.

The animals wanted him to come out, but Snail stayed in his shell.

The animals wanted him to come out, but Snail stayed in his shell.

Capital letter.

The animals wanted him to come out, but Snail stayed in his shell, full stop.

Okay, so we're starting with that.

The, which we know is one of our tricky words, but also with a capital T, the animals, animals, an S on the end for our plural, the animals wanted, we've used that word once already, we know it's got E-D on the end because it's a past tense verb, wanted, him, him to, oh, that's one of our tricky words, to.

The animals wanted him to come out, come out but, there's our conjunction, but, but, the animals wanted him to come out but Snail, I used a capital S because it's his name, stayed, my past tense verb, but Snail stayed in his shell.

Shell, full stop.

The animals wanted him to come out, but Snail stayed in his shell, full stop.

Add another sentence to your story now.

You could describe action like I did, or you might want to describe the character's feelings.

Pause the video now and have a go, not forgetting capital letters, finger spaces, full stops.

Press play when you're ready to go.

Wowzers.

We've done a brilliant bit of writing.

I want to edit it though.

After I've made sure it creates the mood that I want it to create so far.

Don't forget, this is just the first part of our story.

I'm going to read it to Cedric and see what he thinks.

See if it creates that sad mood that I had at the start of my story.

You ready, Cedric? Okay.

It was a cold and grey day and the grass was wet.

Everyone else was excited about the party, but Snail wanted to hide.

I hate parties, he thought.

The animals wanted him to come out, but Snail stayed in his shell.

What did you think, Cedric? Oh, he liked the description of setting.

Thanks, Cedric.

He thinks maybe I could have included more feelings.

I might change my last sentence to the animals wanted him to come out, but Snail was too sad.

Is that okay, Cedric? Does that work better? Great.

Now it's your chance to read through what you've written so far and make sure it creates the mood that you want it to.

It's also a chance to check your capital letters, your full stops, your spellings.

Pause the video and have a go at editing your work now.

Press play when you're done.

How did you get on? Cedric said he enjoyed us creating those sentences together, oh really? But he's looking forward to writing the rest of the story.

So am I! I'm so impressed.

I'm going to give us all a British weather cheer.

Are you ready? Brilliant! If you'd like to share your story so far, me and Cedric would love to see them.

Ask a parent or a carer to do this for you.

We'll see you very soon.

Have a great day of learning.

Bye!.