Lesson video

Hello, I'm Miss Corbert, and thank you so much for choosing to learn with me today.

Today's lesson is all about writing about your future job, which is so exciting because it makes you really think about what you want to aspire to be when you grow up.

For this lesson, you will need something to write with.

It would be great if you could have a pen or a pencil and some paper with lines on to write on.

You also need a copy of the book, "A Superhero Like You" by Dr.

Ranj.

Can you pause the video and go and get all of those things? Off you go.

Fantastic.

Did you manage to get everything? Well done.

Can you put all of those things in front of you or out of reach so you aren't distracted by them for now? Well done.

You also need your listening ears, your looking eyes, and your thinking brain, and it would be great if you could have someone nearby to talk to.

Let's get started.

The outcome of today's lesson is I can write about what I want to be when I grow up.

So by the end of this lesson, you'll have had a little thing about what you want to be when you grow up and write about it.

For this lesson, here are our keywords.

Now remember, don't worry if you don't know exactly what they mean, but they're going to come up in our lesson, and I will explain as we go.

For now, my turn, then your turn.

Simple sentence.

We will write a simple sentence about what you want to be when you grow up.

Capital letter or capital letter.

Well done.

Full stop.

Full stop.

Well done.

Character traits and future.

Brilliant.

Thank you so much for joining in with me.

Let's have a look at our learning cycles today.

Our first one is preparing to write, and then our second learning cycle is doing the writing, writing about the future.

We know that rereading a story helps us to remember the plot, so what happens, as well as notice some details in the text and some illustrations.

You are going to listen to the story "A Superhero Like You" again, so make sure that you have someone nearby to read it to you.

Whilst you're listening, I want you to think about the jobs in the story and which you would most like to have in the future.

Can you pause the video and listen to the whole story from the beginning to end? Off you go.

Well done.

I hope you enjoyed listening to the story again.

So now I want you to have a think after listening, which of those many jobs would you most like to have when you grow up? I want to be.

Can you pause the video? Off you go.

Fantastic.

I love to hear what you aspire to be when you grow up.

Lily wants to be a superhero by doing a job that helps people.

By thinking about this, Lily is imagining in her head her future.

There's our keyword, future.

So here is somebody.

Right now, they are in the present.

That's what's happening now, present.

Then what's happened before is the past.

That's what's happened already.

What we're thinking about and what Lily is imagining is our future.

So something that hasn't happened yet, but what's going to happen in the future.

So when we're thinking about the past, you say, "I was." I was a baby.

Last week, I was tired.

Then you think about the present.

I am.

I am sitting at a desk.

I am doing an English lesson.

What is happening now.

Then we think about the future.

I will be.

Now, your future might be something that you do in an hour's time, in a week's time, in a month's time, in a year's time, or a long way away.

Whatever it is, it is the future.

Something that hasn't happened yet.

So true or false? Get your thumbs ready.

The future is something that has not happened yet.

Hmm.

Is that true or false? Pause the video and have a think.

Well done if you said true.

The future is something that has not yet happened.

It's in our future.

It's going to happen.

Well done.

Here are some jobs that we know from the story, and we can start thinking about which ones we'd most like to be or most interested in.

A carer, a firefighter, an air ambulance pilot, a vet, a scientist, a doctor, or a teacher.

Here are some other jobs that people do that also help us.

Shopkeeper, nurse, police officer, dentist, soldier, or postal worker.

So you are going to think about what you want to be and what job you want to have when you grow up using sentences like, "I will be." So you're going to think about what you want to be in the future.

I will be a helpful vet.

I want be a brave firefighter.

When you are thinking about this, this means you're thinking about your aspirations.

Aspirations, what you aspire to be.

So you might say, "I aspire to be a patient dentist." I'm going to say what I want to be when I grow up.

Now, I've already grown up, so I'm going to think back to when I was a little girl thinking about what I aspired to be, and I've always wanted to be a teacher, and that's what I am.

So I'm thinking from when I was a little girl.

I want to be a teacher when I grow up.

Now I'm going to add an adjective to describe what type of teacher I want to be.

I want to be a helpful teacher when I grow up.

I've added my adjective helpful.

I want to be a helpful teacher when I grow up.

Now it's your turn.

Say what you want to be when you grow up.

I want to be a, mm, when I grow up.

Pause the video.

Off you go.

I loved hearing all of those aspirations.

Well done.

Now, you might have said, "I want to be a recycling truck driver when I grow up." Now you're going to add an adjective to describe what type of that you are going to be.

So what type of recycling truck driver? What type of pilot? What type of doctor? I want to be a, mm, mm, adjective, noun, when I grow up.

Pause the video.

Off you go.

Fantastic.

I love the different adjectives that you've added.

An example might be, I want to be a strong recycling truck driver when I grow up.

We have our sentences.

I think we're ready to go.

We are going to write.

So when we write, we know there are lots of things that we try to do.

We write our letters neatly on on the line, we form our letters correctly, we use phonics to sound out and spell words, and we try and use finger spaces in between words.

We start our sentences with a capital letter, and we sometimes end them with a full stop.

Then once we finish, we read our writing back to check.

Let's have a look and see whether this sentence has met our success criteria, which are lots of the things that we've just mentioned and some other things too.

So use capital letters at the start of sentences and a full stop at the end.

I can see the start of my sentence.

Can you get your finger on the start of my sentence? I.

And is it a capital letter? Guess.

I'm going to get another finger and scan along.

I want to be an unstoppable nurse.

That's my whole idea, but there's no full stop.

(gasps) Let's make sure it's added in.

There it is, and I've got it.

Use an adjective to describe a noun.

I want to be an unstoppable nurse.

Where's my adjective? Could you point to it for me? Unstoppable.

Have I used phonics to sound out and spell words? Unstoppable is a difficult word to write, but we can sound part of it up if we chunk it or you could take it from a word bank, but we can also sound out other words as well, so we have, and some of our common exception words, which are words that we can't always use phonics for, have been spelled correctly.

I want to be have all been spelled correctly.

You are now going to plan your whole sentence out loud.

I'm going to show you how to do this first.

Remember, my sentence is, I'm going to say it first, I want to be a helpful teacher when I grow up.

(gasps) Quite a long sentence, so I need to say it lots of times to remind myself.

I'm going to say it in a loud voice.

Get your ears ready.

I want to be a helpful teacher when I grow up.

Now I'm going to say the sentence again, including capital letters, finger spaces, and a full stop.

I start my sentence with my capital letter.

Can you help me? Capital letter I, finger space, want, finger space, to, finger space, be, finger space, a, finger space, helpful, finger space, teacher, finger space, when, finger space, I, finger space, grow, finger space, up.

Then I need my full stop.

So many fingers spaces between each word, and my capital letter, and my full stop.

I'm going to say my sentence to somebody else.

I'm going to say it to you.

I want to be a helpful teacher when I grow up.

And one more.

Whisper my sentence to my pen.

I want to be a helpful teacher when I grow up.

Do you think you can do that? Say it as many times as you can so it is stuck in your head, so you are ready to write.

I want to be, mm-mm, when I grow up.

Pause the video now, and have a go at saying it in all of those ways.

Off you go.

Fantastic rehearsing of your sentences.

I think that means we're ready to write.

Give me a thumbs up if you're ready to write.

Well done.

So we are ready for our second part of the lesson, writing about our future.

Let's read some sentences and see whether they meet parts of our success criteria so you really know what you need to be doing today.

The first part of our success criteria is use capital letters at the start of sentences and use a full stop at the end.

Let's see.

I want to be a brave nurse when I grow up.

Hmm, I'm going to get one finger at where the start of my sentence is.

I, is that a capital letter? Yes, it is.

I'm going to get another finger, and I'm going to move it along my sentence to make sure that I finish my idea.

I want to be a brave nurse when I grow up.

My idea is finished, so I have a full stop.

That's great.

Let's have a look at another sentence that shows us an adjective to describe a noun.

I want to be a collaborative soldier when I grow up.

Collaborative is my adjective there describing the noun soldier.

Collaborative means working as a team.

That is a great adjective to use.

I want to make sure that we use our phonics to sound out and spell words when we can.

I want to be a caring vet when I grow up.

Vet is quite a good one to sound out.

V-ET, vet.

Grow.

G-R-OW, grow.

And up.

U-P, up.

So lots of examples where you can use your phonics, but there are also some words that we can't use our phonics for.

We have quite a few common exception words in this sentence, so let's have a look at them.

I want to be a.

All of those words are common exception words 'cause we can't quite use our phonics.

When is another one.

If you haven't learned the whoo, W-H digraph, and I is another one, but they have all been spelled correctly there.

Before we get started on our writing, let's double check that we have got the correct spelling of the common exception words to complete this sentence.

My sentence is, I, mm, to, mm, a kind doctor, mm, I grow up.

So I want.

I'm looking for the word want.

Hmm, I know I can't use my phonics for all of the words, so it's not W-O-N-T, wont.

W-A-N-T.

That's like in the word was.

Want and was are both a little bit more difficult because the letter A, which normally makes an A sound, is making an O sound, want.

That is the correct spelling.

W-H only really comes at the start of question words, so I know it's not that one.

I want to be.

Hmm.

B-E, be.

Be with an E.

B double E, bee.

That's like a buzzy bee, so I know it's not the second one.

B-E-A.

Hmm? E-A is a spelling of E, but it's not really one that often comes at the end.

So my common exception word is be.

B with an E spells be.

I want to be a kind doctor when, hmm? We just had a look at that word.

W-E-N, wen, W-E with a double N, wenn, or WH, with a H-E-N.

That is, it's a WH making that WH sound, when.

So let's check.

I want to be a doctor when I grow up.

Could you get your cameras, and could you take a photo of those common exception words (clicking) to help you in your writing? I think you are ready to write your sentence now.

I'm going to show you my sentence, and then you are going to have a go at yours.

I am going to get ready to write.

Before I start writing, I need to make sure that I have some paper with me, hopefully with lines on to help me with my writing.

I need something to write with.

I need to be sitting comfortably with something to write on.

I've also got my success criteria printed so I can check off each one.

Let's read our success criteria so we know what we need to be writing about.

Use captive letters at the start of sentences and a full stop at the end.

Okay.

Use an adjective to describe a noun.

Okay.

Use phonics to sound out and spell words.

I can do that.

I'm going to stretch them out and segment those sounds.

And then in my sentence, I know there's quite a lot of common exception words, so words that we can't use our phonics for.

Now, this is a long sentence today, so it's really important that we say it a few times.

You're thinking about what you want to be when you grow up.

Now, I've already grown up, but I know that when I was little, I'm going to imagine back to what I would've said.

I want to be a helpful teacher when I grow up because I've always wanted to be a teacher.

I want to be a helpful teacher when I grow up.

So I'm going to say that one more time.

I wonder if you can say it with me.

I want to be a helpful teacher when I grow up.

Then I'm going to add my punctuation, capital letter.

I want to be a helpful teacher when I grow up.

Lots of words.

Do you think you can help me try and remember the next word? I'm going to get started.

I'm going to start writing here next to my margin.

I, capital letter I.

I, finger space, want.

Hmm? Parts of want we can use our phonics for, but there's something sneaky that makes it a common exception word.

It's W, then it's a letter A, which normally makes an a sound.

Ooh, in this word it's making it, O.

W-A-N-T, want.

I want, finger space, to.

Another common exception word.

T and O spells to.

I want to be.

Another common exception word.

Be.

B with an E spells be.

I want to be a teacher.

Can you sound out the word teacher for me? Stretch it.

Teacher.

T-EA-CH-ER.

Teacher, okay.

T, EA, and I know it's this EA because this EA likes the CH.

T-EA-CH-ER.

Hmm, which is ER it? The E-R ER likes to be at the end.

T-EA-CH-ER, teacher.

That was great use of our phonics.

I want to be a teacher.

(gasps) I forgot the word helpful to describe teacher.

(gasps) Silly me.

What I'm going to do when I write, because I leave a line each time, I'm going to put a little arrow in here, and I'm going to write my adjective helpful so I still get my adjective to describe the noun.

Helpful.

We can chop that up by saying help-ful.

Your turn.

(claps) Let's stretch out that first bit.

Help, help.

H-E-L-P, help.

Okay.

H-E-L-P, help.

F-U-L, F-U-L.

Now, in lots of words we have a double L, double L, but in this word we don't.

I want to be a helpful teacher.

Oh, phew.

Now, because I've done that, I've run outta space.

I'm not going to start writing here because then I've got writing there, so I'm going to skip my line.

When, now, when sounds like it would be W-E-N, wen, but when as a question word has a sneaky letter.

Do you know? Letter H.

Fantastic.

WH-E-N, when.

I want to be a helpful teacher when I, there's my I again, finger space, grow.

Stretch out that word for me.

Grow.

G-R-OW, grow.

Okay, let's write it.

G-R, I know a few ways of spelling O, but I know that the O-W likes to be at the end, like in words like snow and slow.

G-R-OW, grow.

I want to be a helpful teacher when I grow up.

Well done.

U-P, up.

I want to be a helpful teacher when I grow up.

I think I finished my sentence.

What do I need at the end of my sentence? Full stop.

Fantastic.

I want to be a helpful teacher when I grow up.

Let's check our success criteria.

I'm going to get my two fingers to check.

Have I got my capital letter at the start of my sentence? Yes.

I'm going to move all along.

I want to be a helpful teacher when I grow up.

Have I finished my idea? I have.

Have I got my full stop? I have, fantastic.

Use an adjective to describe a noun.

Now, that was what I almost forgot, but I remembered it.

Thank you so much for helping me.

I want to be a helpful teacher.

The adjective is helpful.

We used our phonics lot for words like helpful, teacher, and grow, so I definitely did use my phonics, and we managed to spell some common exception words together as well.

Fantastic.

Thank you so much for helping me with my writing, and now it's your turn.

Now it is your turn to write a sentence about what you want to be when you grow up.

You've helped me amazingly, so I know you can do it.

I want to be a, mm-mm, when I grow up.

Use your success criteria to help you.

Pause the video and off you go.

Wow, what amazing sentences, And I love how carefully you've thought about your future.

Let's have a look at mine.

I want to be a helpful teacher when I grow up.

I'm going to double check my success criteria again.

Have I used a capital letter at the start of the sentence? Yes, I have.

I want to be a helpful teacher when I grow up.

My idea is finished, so I need a full stop.

Have I used an adjective to describe a noun? I want to be a helpful, that was the one I forgot, helpful teacher when I grow up.

I've used my phonics.

You did it with me to sound out and spell words, and I've spelled those cheeky common exception words correctly as well.

Now it's your turn to check your sentence back and check your success criteria.

If you've made a mistake, that's okay, because now is the time to fix it, and remember that learning for next time.

Pause the video and check your work.

Off you go.

Fantastic.

Did you manage to check and meet your success criteria? Really, really well done.

What a fantastic lesson that we've had together today.

We've learned so much.

We've learned that writing about what someone will be when they grow up means writing in the future using phrases such as "I want to." Rehearsing a sentence out loud in lots of different ways before writing helps us to remember it.

We know that a sentence always starts with a capital letter and mostly ends with a full stop.

And we also know that reading back our writing is so important to check it is correct and makes sense.

Thank you so much for learning with me today, and I hope you're really proud of the writing that you produced.

Fantastic job, and I hope to see you again.

Bye.