Lesson video

Hello there.

I'm Mrs. Howley, and I am really excited to be working with you today.

I love stories as you know, and today we get to explore mood even more and build up our writer's toolkit.

I don't know where Cedric is.

He's taken ages to get here today.

I didn't want to think that snails are slow.

Do you think you could give him a little shout for me now, and say, 'Cedric, where are you?' Can you do that for me? Oh.

Oh, Here he is.

Thanks for that.

Oh, Cedric said he'd like to sing a song.

Should we sing our magic paintbrush song and do the actions? Are you ready? Magic paintbrush, magic paintbrush, draw a picture, draw a picture, comes to life, comes to life, helps the people, helps the people.

Great! Let's get ready for today's learning! In this lesson, we're going to explore how writers create mood.

We're going to read as a writer.

We're going to start with a song.

Then we're going to do some shared reading.

We're going to explore the text and then we're going to build our toolkit.

For this lesson, you will need some paper or an exercise book, a pen, or a pencil, and your brilliant brain.

Why don't you pause the video now to collect those things? I really enjoyed using our senses in a previous lesson and creating a sensory grid.

Now I've used that to write a song and I'm going to teach it to you now.

It goes like this.

What can we see? Eyes wide open.

What can we hear? Gasps and cheers.

What can we taste? Delicious, yummy food.

What can we feel? Shivers and a warm glow.

I'll sing a line now, and then you repeat it.

We'll start with what we can see.

What can you see? Eyes wide open.

Got it? What can we see? Eyes wide open.

Great.

Now we'll go on to what we can hear.

What can we hear? Gasps and cheers.

What can we hear? Gasps and cheers.

Right? Then we'll go to what we can taste.

Delicious, yummy food.

What can we taste? Delicious, yummy food.

Your turn? What can we taste? Delicious, yummy food, right? And then our final bit.

What we can feel.

What can we feel? Shivers and a warm glow.

Your turn.

What can we feel? Shivers and a warm glow.

Let's put it all together.

What can we see? Eyes wide open.

What can we hear? Gasps and cheers.

What can we taste? Delicious, yummy food.

What can we feel? Shivers and a warm glow.

That's great! We're ready to build our toolkit.

And we're investigating moods that move the audience to feel something.

There's lots of ways that we can do that.

Here are some of them.

We can describe the setting and action.

We can describe the characters' appearance.

That means what they look like, their thoughts and their feelings.

So setting, action, thoughts, feelings, and appearance.

When we read, we're going to look at the letters, make the sounds and blend them together.

Also, if we read a sentence and it doesn't make sense, we're going to go back and read it again.

Let's have a look at this extractive text written to create a certain mood.

Now, the first word I've noticed, it's one of our 'wh' spellings, 'when', and we've got 'the', a high frequency word, get your finger to follow along with me.

When the c-r-owds, crowds, when the crowds erupted, that means to explode like a volcano.

When the crowds erupted into, ch-ee-rs, cheers, she stopped stunned, two past tense verbs there, stopped, stunned, in the b, br-ight, bright.

And this next word's tricky.

We've got two smaller words I can spot though, inside that word.

So, first of all, I'm going to sound out the first bit, s-uh-n, sun.

Sh-ine, split diagraph i, sunshine.

I'm going to read that sentence again.

When the crowd erupted into cheers, she stopped stunned in the bright sunshine.

A warm glow rippled through her body.

She had crossed the finish line f-i-rst, first.

She had crossed the finish line first.

She jumped up and down, punching the air as the team crowded around her.

'I can't believe it,' she thought.

Happiness filled the stadium.

How do you feel when you listen to that piece of writing? What mood do you think the writer was trying to create there? I think it's a mood of joy and celebration.

Let's have a think about how they've done that.

So when I'm thinking about our toolkit, we need to think about different things that we're going to use.

First of all, is description of settings, which is why I've drawn that picture of a house to remind me of setting.

The next thing we can describe is action.

I want to draw my little stick man running, hopping, to remind me about that action we can describe.

The next thing is the appearance of the character.

That means what they look like.

We can also think about their thoughts, what the characters are thinking and all of these things will show the audience, the mood that we want them to feel.

And finally, character's feelings.

Now, in the piece of text that we've just looked at.

When we look at the text, we can see that it describes the setting.

It talks about the bright sunshine, which gives us that mood of celebration and joy, bright sunshine.

So I'm making a note of these words that the writer has used in their toolkit.

Next, I'm going to have a look in the text for actions, and I can see that the character is so happy, full of joy and celebrating, that they are jumping up and down, punching the air.

The next section is looking at appearance.

So let's think, what does it say in the text about the appearance? It says the character has a warm glow.

I want to draw that character there with a warm glow.

All of these things showing us that mood of joy and celebration.

What does the writer use? Thoughts.

The character says, 'I can't believe it!' So it shows us exactly what the character is thinking.

And finally, which words does the writer use to tell us about what the character is feeling? It talks about happiness.

I'm going to draw that smiley face to show you what the writer used.

So we've got setting, we've got action.

We've got appearance, what the character looks like, their thoughts and their feelings.

Now let's look at a different extract that creates a different mood.

I'm going to read it to you.

But as I do, think about how the text makes you feel, and then we can unpack how the writer has done that.

Use your strategies as you follow along with your finger.

She took, a tiny step forward into the cold darkness of the, I think I've got a split diagraph in that word, c-ave, cave.

She took a tiny step forward into the cold darkness of the cave.

Then there's one of our 'wh' words, what.

'What am I doing?' she thought.

'I must be mad!' Fear, pulsed down her, use my phonics, s-p, split diagraph, s-p-ine, spine.

Fear pulsed down her spine.

Her skin had turned pale and sweat dripped from her brow, her heart pounded as she edged closer.

I'm going to read that one more time.

I don't know about you, but it's making me feel very scared.

I think the writer is trying to show the mood of fear.

When I read it again, look out for parts of our toolkit being used.

She took a tiny step forward into the cold darkness of the cave.

'What am I doing?' she thought.

'I must be mad!' Fear pulsed down her spine.

Her skin had turned pale and sweat dripped from her brow, her heart pounded as she edged closer.

Your job now, is to create a toolkit just like I did for that extract for fear.

So we're looking for action, setting, feelings, thoughts, and appearance of the character.

Pause the video now to create your own fear toolkit.

How did you get on? Cedric's got a question, he's forgotten what the word appearance means.

It means what the character looks like.

And when we're describing mood, we can use that to show what the character's feeling inside.

And that makes the audience feel a certain way.

Now, you've worked so hard today, but I've got a joke for you before you go.

Cedric, my jokes are fantastic! Aren't they? So I've got a really good joke for you today, it's this.

How many magicians does it take to change a light bulb? Depends what they're changing it into! I know, that's a good one.

That joke was about magic, and in our next lesson, we'll be writing about the mood of magic and wonder using our toolkit.

And remember, if you'd like to share any of your learning, ask a parent or carer to do this for you.

We'd love to see it! Enjoy the rest of your learning today, and we'll see you soon.