Lesson video

Hello everybody, I'm Miss Corbert, and welcome to today's lesson, Retelling "Jack and the Beanstalk" and using a story mountain.

Story mountains help us to plan and structure a whole story.

That means that you will then be able to use it to write your own version of "Jack and the Beanstalk." So for this lesson, you need to have your story mountain in front of you, and the illustrations from the story.

If you don't have those, you can use a plain piece of paper, but you then need something to draw with and to write with.

Can you pause the video and make sure that you have those things now? Have you got them? That means we are ready to get started.

And today's lesson outcome is, I can plan a story using a story mountain.

And the keywords will help us to get there.

So I need you to be in your loud and proud voices and repeat the words after me.

My turn, then your turn.

Sequence.

Structure.

Description.

Main events.

Adverb.

Fantastic.

Thank you so much for joining in with me.

The first part of our lesson is sequencing events.

We are going to have a think back to the story "Jack and the Beanstalk," and I wonder if you can talk about what you can remember about the story.

And I'm going to share some of the illustrations to help you.

Here are the events in the story.

I would like you to pause the video and share everything you can remember about the story "Jack and the Beanstalk." Pause the video.

Wow, you remembered so much about the story "Jack and the Beanstalk." Well done.

I think you're going to manage this lesson brilliantly.

We know that sequencing is placing events into order, and we just looked at the events in order.

I have three events from the story, but are they in order? No.

I'm going to put them into order.

Once upon a time, there lived a boy named Jack, who lived with his lonely mother, and his cow named Betsy.

Which one comes next? One day, Jack went to the market to sell some of Betsy's milk.

Jack met an old man who offered some magical beans in exchange for the cow.

Then, Jack woke to see an enormous beanstalk outside of his window and he climbed up.

So I have sequenced those events by placing them in order from when they happen from the beginning all the way to the end.

It's not quite the end of the story, but the end of those three sections.

So, can you have a go at putting the three events in the story into the correct sequence? They might not come straight after each other, but just think, well, which one comes first? Which one comes after that? And which one is the final event? You could also use the language to help you.

After that, Jack took the golden harp, the goose and the sack of gold, and he raced back down the beanstalk.

Finally, Jack's mother gave him an axe and he chopped down the beanstalk.

They lived happily ever after.

The next morning, Jack woke to see a huge beanstalk outside of his window.

Can you put those events into the correct sequence? Pause the video now.

Fantastic.

Let's see if you got it.

The first event to happen out of these three events is the next morning, Jack woke and saw a huge beanstalk outside of his window.

The next thing to happen, there are things that happen in-between this, but the next thing to happen out of these is Jack taking the things and climbing back down the beanstalk.

And the final thing to happen is Jack chopping down the beanstalk with an axe.

Did you manage to get that? Well done if you did.

The mountain shape helps us to remember the sequence of events and helps us to structure, another one of our key words, our ideas.

And when we create a story mountain, we only include the main events, the main things that happen.

So we structure it from the beginning, once upon a time, one day, all the way to the middle, Jack climbing the beanstalk and seeing the castle.

And to the end, Jack climbing down the beanstalk and finally chopping it down.

The main events are the important things that happen in the story that make the story flow.

There are lots of other moments in the story, but we don't need to put everything on our story mountain.

One example is Mom sent Jack to bed without any supper.

We don't need that information for the story to flow.

So thinking about the most important parts of the story, which of the following are main events? Is it "They had a cow named Betsy?" A main event is an event that we need to know in order to understand the story.

Do we need to know the cow is called Betsy? "Jack exchanged the cow for some magical beans." Do we need to know that Jack got some magical beans? "Jack climbed up the enormous beanstalk." Do we need to know that? "And it went all the way up to the clouds." Do we need to know that? Pause the video now and find the main events.

Fantastic.

Let's see if you got them.

The first main event is Jack exchanging the cow for some magical beans.

If we didn't know that Jack got magical beans, we wouldn't know why the beanstalk appeared.

And Jack climbed up the enormous beanstalk.

If we didn't see or talk about Jack climbing the beanstalk, we would never know that he got up to the castle in the clouds.

We have been looking at the structure and I think you're ready to help me sequence the main events of my story.

I am ready to put this event in order, in sequence onto my story mountain.

I have my story mountain in front of me.

I have my six main events cut out, and I have a glue stick.

So when you do yours, you need to make sure you have all of those things.

If you don't have these images, you could do a drawing instead.

So when I sequence, I start at the beginning, go to the middle, and the end.

What happens in the beginning of the story? "Once upon a time, Jack lived with his mother and Betsy the cow." So I'm going to show you that I'm going to stick on my event in the story.

That is my first event.

The next event that happens, hmm? Does he climb back down the beanstalk? No.

He meets the man and he exchanges Betsy the cow for five magical beans.

How exciting.

Then, he wakes up and finds an enormous beanstalk.

At the top he sees a castle in the clouds.

I have two events left.

He races down the beanstalk with his things that he has stolen from the giant.

And finally, so the giant can't catch him, he chops down the beanstalk and lives happily ever after.

I'm going to stick all of these down before I move on to the next part of our lesson.

Now it's your turn to sequence your events.

Thank you for helping me sequence the events of "Jack and the Beanstalk." Now I think you can do it on your own.

I would like you to use the illustrations from the story to sequence the main events onto a story mountain.

If you don't have the illustrations, you could draw them instead.

Pause the video now.

Well done.

Did you manage to get them in the correct order? I would like you to check really carefully.

If you did, you can give yourself a thumbs up, because you have sequenced the main events of the story.

Well done.

Let's move on to the second part of the lesson, adding sequencing language and adverbs.

Now we have sequenced the main events, we will now add sequencing words to help the reader to follow the structure of the story.

Sequencing words tell the reader when the event happened.

Sequencing words often start the sentence to sequence the event.

Once upon a time, one day, the next morning, then, suddenly, finally.

We call these words fronted adverbials of time because they are adverbs explaining when an action has happened, which is why we use the word time.

And they are fronted adverbials because they are at the front, they are starting the.

So which of these words are fronted adverbials of time? Remember, they are called fronted adverbials because they're at the front of a sentence, so look for a capital letter.

We have got "Wise," "The next morning," "Suddenly," and "He." Can you find the fronted adverbials of time? Pause the video now.

Well done.

Well done if you found "The next morning, " and "Suddenly." They are fronted adverbials because they are at the start of the sentence, and they're adverbs because they're going to be describing or explaining when an event happened.

Have a look at these sentences here.

"Angrily, Jack's mother threw the beans out of the window." "Quickly, Jack climbed up the gigantic beanstalk." "Silently, he crept past the sleeping giant." What do you notice about the word at the beginning of each of these sentences? "Angrily," "Quickly," "Silently." Pause the video.

What do you notice? Great thinking, everybody.

These sentences all begin with adverbs too.

But these adverbs aren't fronted adverbials of time, but they are fronted adverbials because they're at the front of the sentence.

But these adverbs are explaining and describing how an event or action happened, which we can also use today.

So "Angrily, Jack's mother threw the beans out of the window," describing how she threw the beans.

"Quickly, Jack climbed up the beanstalk," so we are imagine him climbing quickly.

"Silently, he crept past the sleeping giant," showing that he creeps silently.

When adverbs are used at the start of sentences, they are followed by a comma, "Suddenly," comma, "The giant woke up." So our fronted adverbial is "Suddenly," our fronted adverbial of time, when something happens.

Then we have a comma, then the event, "The giant woke up." "Quickly, Jack chopped down the beanstalk," so "Quickly" is my fronted adverbial.

More explaining how something happened, and then I have my comma, and then my main event.

"Jack chopped down the beanstalk." "Quickly, Jack chopped down the beanstalk." So can you choose the best adverb to start this sentence? "Mm, Jack tiptoed into the giant's castle." Is it "Loudly, Jack tiptoed into the giant's castle?" "Quietly, Jack tiptoed into the giant's castle." "Calm, Jack tiptoed into the giant's castle." Or a little tip here.

Adverbs often end in L-Y.

Can you say the sentence with the adverb that you think you would use? Pause the video now.

Well done if you chose "Quietly." Jack wouldn't tiptoe loudly and calm, he might tiptoe calmly, but calm on its own is an adjective.

So you might have "Calmly, Jack tiptoed into the giant's castle." But that word just says calm, so the one I would choose is quietly.

I am now going to add fronted adverbials to my story mountain.

Then you are going to have your turn.

I am now going to add my adverbs to my story mountain.

Some of these are adverbs of fronted adverbials of time, or sequencing words, "The next morning, one day," then "Once upon a time." And others are adverbs to show how things happened, "Angrily, quickly." So I need to think really carefully how I'm choosing them.

Now you'll notice that they all start with a capital letter and they have a comma after them.

That's because they are fronted adverbials, so they are starting our sentences.

I'm going to very carefully copy them.

My first event, hmm, I could use "One day," or I could use what starts a story normally, "Once upon a time." So I'm going to start it here.

Capital letter, "Once upon a (Miss Corbert sounds out time), time," then I'm going to remember a comma because that will help me when I'm writing my story.

I'm going to cross that out so I know I've used it.

Hmm, maybe "Then," or "One day." I'm going to go with "One day," so we don't know exactly when this happens, but I'm going to go with "One day." Capital letter for "One (Miss Corbert sounds out day), day," and a comma.

And then I'm going to cross that out.

Now, is it going to be, "Angrily, Jack climb up the beanstalk?" No.

"The next morning?" Yes, because he woke up to the beanstalk "The next morning." Capital letter "The (Miss Corbert sounds out next), next, (Miss Corbert sounds out morning), morning," comma.

"Then," he arrived.

Then.

(Miss Corbert sounds out then), then.

Now remember, you might choose different adverbs.

These are just ideas.

Maybe you would've chosen "After that, suddenly, Jack got to the top and saw a huge castle." You can then decide what happened.

Hmm? "Jack sees a giant and starts to climb down." I might use one that isn't here, I might use "Suddenly, Jack started to climb down because he saw the giant." "Suddenly." (Miss Corbert sounds out suddenly) Suddenly, to show shock.

And then I'm going to use "Quickly," because Jack chopped down the beanstalk quickly.

Or you could use "Finally," to show that it's the final thing that happened, "Quickly," comma.

I have now added all of my adverbs to my story mountain, which will help me with my writing.

Thank you so much for helping me with my adverbs.

Now it's your turn.

Pause the video now.

Fantastic.

Let's see what some people might have chosen.

"Once upon a time, Jack lived with his poor mother." "One day, Jack went to the market and he exchanged his cow for some magical beans." "The next morning, Jack woke up to see an enormous beanstalk and climbed up it." "Then, Jack saw an enormous castle in the clouds." "Quickly," a different type of adverb, "Jack raced down the beanstalk." "Angrily, Jack chopped down the beanstalk as the mean giant was coming to catch him." Did you manage to add your sequencing language and your adverbs? Well done if you did.

And I would like you to pause the video now, and use your story mountain to retell it with your adverbs, just like I did.

Pause the video now.

Fantastic.

Now onto the final part of our lesson, adding descriptive language.

Now, for my favourite part, adding descriptive language.

Descriptive language makes a story more interesting and creates a picture in the reader's mind.

So have a look at this event in the story, we could describe the man, strange, old.

Magical to describe the beans.

Excited to describe Jack.

These words are all adjectives.

What's about another event in the story? Climbing up the beanstalk.

And then Jack seeing the castle for the first time, saw, sneaked into the castle, tiptoed into the castle.

The giant was sleeping.

Lots of different verbs for lots of different reasons, and these words are all verbs.

I would like you to pause the video now, and write down your favourite adjective from that part of the story and your favourite verb from the other part of the story.

Pause the video now.

Writing down those will help you when you're adding that descriptive language later.

Which adjectives could we use to describe the beanstalk? Hmm? Enormous, green, twisting, I like that one.

Towering.

They are all adjectives.

We could also use verbs to describe how Jack moved up the beanstalk.

Climbed, clambered, scaled, clawed.

Verbs.

They are all verbs.

So we've got some adjectives to describe the beanstalk, and some verbs to describe Jack's movement up the beanstalk.

So our adjectives and verbs can both add a description in our head.

Again, can you choose your favourite adjective to describe the beanstalk, and their favourite verb to show how Jack moved up the beanstalk? Pause the video now.

Fantastic.

I think my favourite adjective was twisting.

And my favourite verb was clambered.

It shows how hard work it is.

Choose the best verb to describe the giant chasing Jack.

The giant, uh, towards Jack.

The giant, uh, towards Jack.

The giant stomped towards Jack.

The giant tiptoed towards Jack.

The giant walked towards Jack.

'Cause you choose which verb would best describe the giant chasing Jack.

Pause the video now.

I wonder which one you chose.

I chose stomped.

The giant stomped towards Jack.

It helps me to imagine his huge, stinky feet charging towards Jack.

I don't think he would tiptoe because he doesn't want to be careful or not seen.

And I don't think he would just calmly walk 'cause he was feeling so angry that Jack was in his house.

We know that using two adjectives to describe a noun can also give a more detailed description.

So let's go back to the beanstalk.

Enormous, green beanstalk.

Twisting, towering beanstalk.

Leafy, towering beanstalk.

These are called expanded noun phrases.

Because we have expanded the description of the noun by adding two adjectives.

And we know that when we list two adjectives to describe a noun, we need a comma in-between.

Enormous, comma, green beanstalk.

Twisting, comma, towering beanstalk.

Leafy, comma, towering beanstalk.

So can you choose the best expanded noun phrase to describe the harp? Can you picture the golden harp in your head? We have magical harp.

Dirty, comma, old harp.

Magical, comma, golden harp.

Which expanded noun phrase would you choose to describe the harp? Pause the video now.

Well done.

I would choose magical, comma, golden harp.

Magical harp is a noun phrase, an adjective describing a noun.

But is not an expanded noun phrase because there's only one adjective.

Dirty, old harp is an expanded noun phrase because I wouldn't choose that one, because the harp looked amazing and beautiful and shiny, not dirty and old.

Now you're going to help me add my descriptive language, either choosing verbs to talk about the actions, or expanded noun phrases to each illustration.

Now I am ready to add my descriptive language to my story mountain, which is my favourite bit to do.

I'm going to add some expanded noun phrases and some interesting verbs as well.

This first one, I might talk about poor, lonely mother to describe Jack's mother.

Poor, comma, because it's an expanded noun phrase, (Miss Corbert sounds out lonely), lonely.

Lonely, (Miss Corbert sounds out mother), mother.

Poor, lonely mother.

We met a strange, old man.

Strange.

Watch carefully for the spelling of strange.

S-T-R-A, on it's own, N-G, and the spelling G is that G-E.

Strange, comma, old M-A-N, man.

Now for this part of the story, the next morning, Jack saw an.

I want to describe the beanstalk and I want to describe how he climbed.

So I'm going to have an expanded noun phrase, huge, green beanstalk.

(Miss Corbert sounds out huge) Huge.

(Miss Corbert sounds out green) Green.

Beanstalk, (Miss Corbert sounds out bean), stalk.

(Miss Corbert sounds out stalk) it's the same AL that likes the K in walk, A-LK huge, green beanstalk.

and he clambered up the huge, green beanstalk.

Clambered.

Sound it out with me.

(Miss Corbert sounds out clambered) That's at the end of the word, the verb, because then we add our E-D ending, clambered.

Then, we could describe the castle, or we could describe the enormous, sleeping giant, or the stinky, huge giant.

I might say stinky, mean giant.

Stinky, (Miss Corbert sounds out stink), stinky.

Our letter Y likes to be at the end of adjectives.

Stinky, comma.

G, oh, not green.

I was still thinking about the beanstalk.

Silly me.

Mean.

That's a word that rhymes.

M-E, but a different E spelling for mean.

Stinky, mean giant.

Beginning with that letter G.

(Miss Corbert sounds out giant) Giant.

Stinky, mean giant.

Or you could describe the castle.

And quickly he, how did he get down the beanstalk? He raced down the beanstalk.

Raced.

And then the giant tumbled to the floor, or the beanstalk tumbled to the floor.

Tumbled.

(Miss Corbert sounds out tumbled) Tumbled, E-D ending.

I have added my descriptive language.

I can't wait to see how imaginative and creative you are with yours.

Thank you for helping me with my descriptions.

I think you're ready to do yours.

Can you pause the video now and add a descriptive verb, or expanded noun phrase to each illustration? Then, use the story mountain to retell the story.

Pause the video now.

Well done.

We had our sequencing language, and now we're adding descriptions.

Once upon a time, a boy named Jack lived with his poor, lonely mother.

There's my description.

One day, Jack met a strange, old man, and he offered him some magical beans.

The next morning, Jack clambered up a huge, enormous beanstalk.

Then, he got to the top, and he saw an enormous, sleeping giant.

Quickly, Jack raced down the beanstalk with a golden harp, a sack full of gold, and a magical goose.

Angrily, the giant stomped down after him and Jack chopped down the beanstalk.

The giant tumbled down.

Jack and his mother lived happily ever after.

Well done for adding your descriptive language.

And did you manage to retell your story just like me? Well done for today's lesson.

Having that story mountain will be so helpful to help you write your own version of the story, "Jack and the Beanstalk." So we know that retelling a story helps us to remember the main events.

And using some storytelling language helps us to sequence the main events.

Adverbs can be used at the beginning of a sentence to give more detail about an action, maybe how it happened, or when it happened.

Story mountains map out and structure the beginning, middle, and end of a story.

Powerful adjectives, verbs, and adverbs can be added to a story mountain to help us later when we are writing because story mountains help us to plan a story.

Thank you so much for learning with me today, and I hope you're proud of what you've achieved.

See you next time.

Bye.