Lesson video

Hello, everyone, and welcome to today's lesson, describing the setting of "Paddington." For today's lesson, you are going to need your listening ears, your looking eyes, and your thinking brain.

As well as that, you'll need your imagination because you are going to imagine that you are Paddington in the setting of London.

(instructor gasps) We're going on an adventure today.

As well as that, you need something to write with and something to write on, and somewhere to sit comfortably to do your best writing.

Finally, to help you describe the setting, you'll need a copy of the 2014 HarperCollins Children's Book edition of "Paddington." (instructor gasps) Something to write with, something to write on, and a copy of "Paddington." Can you go and get that for me? Pause the video now.

Are you ready to go? Because I know I am.

Let's get started.

And here is the outcome for today's lesson.

I can describe a setting using a range of adjectives.

And these key words will help us to get there.

First, you will repeat them after me in your loud and proud voice.

Are you ready? My turn, then your turn.

Sense.

Setting.

Expanded noun phrase.

Comma.

Verb.

Thank you for joining in with me so brilliantly.

So, a sense is the physical ability of sight, smell, hearing, touch, and taste.

We'll come across those senses throughout our whole lesson.

A setting is where a story takes place.

So, for example, part of "Jack and the Beanstalk" is set in the castle.

An expanded noun phrase is a group of words with no verb that adds extra detail to a noun.

A comma is a punctuation mark that can be used in an expanded noun phrase because it is used to list two adjectives in an expanded noun phrase.

And a verb is a being or a doing word.

For example, I was, there's my verb, my being word, sitting down, or I jumped across the room.

Jumped is a doing word.

The first part of our lesson, we will be generating vocabulary, which means thinking of as many descriptions as we can about our setting.

You are going imagine that you are Paddington in the story.

We will use the knowledge that we know about London, the setting, as well as the illustrations in the story to help us to describe the setting.

We can think about what Paddington will have experienced in the station and as he was driving through London.

So they're going to be the illustrations that we are focusing on because they give us most information about the setting.

So in this lesson, we will be describing the setting of "Paddington." So your first job is to get your copy of the book "Paddington," and look through the book, focusing on the illustrations of the setting.

Think really carefully about the setting of the station, and think really carefully about when Paddington is in a taxi and what he can see.

I would like you to pause the video now and look through those illustrations.

Off you go.

How did you get on? I love looking through the illustrations.

The illustrations can really help us to tell the story.

So even if you've never been to London before, that's okay because we can use the illustrations to imagine that we are there and imagine that we have.

So thinking about the setting, can you think of any adjectives to describe the setting? So how could you describe the train station? The, mm, train station.

The busy train station.

The packed train station.

The noisy train station.

How could you describe, let me think, what Paddington could see out of the window? The huge buses, the tall buildings, the large, long bridge.

Can you pause the video and try and think of some adjectives you would use to describe the setting? Great, keep those adjectives in your head because you are going to need them today.

Although "Paddington" is a fictional story, which means it's made-up, the setting of the story is real.

"Paddington" starts in Paddington train station in England's capital city, London.

And here are some photos of the real Paddington station and where it is on a map.

So it is in the west of London, near places like Hyde Park, not too far from Buckingham Palace, and the Natural History Museum.

When we're describing the setting, we can imagine that we are there, and we can use our senses to do that.

Using these pictures to help you, I wonder, can you name the five senses? Pause the video now.

Great, let's see if you've got them all.

Did you get hearing with your ear, smelling with your nose, looking with your eyes, touching with your hands, and tasting with your mouth? Did you manage to get all of those? Well done if you did.

We're going to use each of those senses to describe different things in the setting of the story.

Have a look at some of the things that Paddington could see in the story.

Have a look.

Do you know the name of any of these places, I wonder? Hmm.

Do you recognise the London Eye, the huge wheel that you can go on to see the whole of London? The River Thames, which is the river that flows through the city of London.

It's quite often looking a bit dirty and not that clear, but you can get a boat ride on it.

And it means that there are lots of bridges to walk over because the river is flowing through.

Can you see lots of tall buildings that are called skyscrapers? Because it looks like they are scraping the top of the sky.

And can you see Big Ben, which has in an enormous golden clock tower attached to the houses of Parliament, where our government work? We can describe these nouns using adjectives 'cause all of those are names of things, which means they are nouns.

Some of them, like skyscrapers, are just common nouns, but some of them are proper nouns because they are specific names of something like Big Ben, River Thames.

So that means they need a capital letter.

We could also describe other places like the park.

Even though London is a busy city, there are lots of parks there.

And at nighttime, we can see lots of lights.

The cities lit up, and like I said, lots of bridges over the river too.

And we can also describe these nouns using adjectives because adjectives can describe what a noun looks like.

So, for example, thinking about their colour, the texture, the size, as well as your opinions and what you think of it, about what you see.

You might say round London Eye, tall Big Ben, huge skyscrapers, flowing river, shiny clock tower, or shiny Big Ben.

Impressive, so that's more your opinion, what you think about it.

Impressive London Eye, amazing skyscrapers.

Think about the park now.

Leafy trees, green park, peaceful park.

And what's about the bridges? Long bridges, bright lights, grand bridges.

Something is grand, it means it's quite posh or looks very impressive and large.

I wonder which of those is your favourite objective.

I quite like impressive, so I'm going to take a picture of impressive.

(instructor imitating camera clicking) Which one are you going to take a photo of? Great.

Oh, and one more.

One of my favourites, actually.

Majestic.

Majestic is another word for grand or something that's really impressive, majestic.

So which of these words are nouns, naming words? Listen carefully.

Bright, park, tall, bridge? Which of those are nouns, and how do you know? Pause the video now.

Let's see if you got them.

Did you get park? A park is the name of a place.

And bridge.

A bridge is the name of a thing.

Bright and tall are adjectives that can describe what something looks like.

Park and bridge are both nouns.

They are singular nouns, meaning one park, one bridge, but there are lots of parks and bridges in London, so you may want to make those nouns plural, which means more than one.

So parks, I've added an S, bridges, I've added an S.

Look at some of the things this time that Paddington could hear in the story.

He could hear the buses, the taxis, the trains, and lots of people, and some pigeons.

All of those things, we could describe what they look like, but we could also describe what they sound like.

And we can describe those nouns using adjectives.

Adjectives can also describe what nouns sound like, as well as what they look like.

So let's have a think.

The different transports that Paddington saw and heard.

Buses, taxis, trains, loud whirring.

Imagine the engine is whirring.

Rattling, beeping.

Maybe the taxi driver or the bus driver got a bit cross and started beeping.

The beeping taxi.

The screeching taxi when it had to slam on their brakes because it's so busy.

What about the people? Chatty people, bustling people, which means they're knocking into each other and talking really loudly.

Noisy people.

And the pigeons.

There were lots of pigeons in the station.

Chirping pigeon, cooing pigeons.

So again, we can think about their volume, which is whether they're loud or whether they're quiet.

The type of noise, whirring, rattling, screeching, chatty, and the pitch, screech, beep.

That type of noise that you can think of rather than just sticking to loud and quiet.

We can think of so many more specific adjectives to help us imagine that we were there.

So you are now going to match the adjective to the sense that it best describes, whether it's about what they sound like or what they look like.

Listen carefully.

Long, noisy, cooing, shiny.

Pause the video now and match the adjective to the correct sense.

Let's see.

So long, is that describing a noise or what something looks like? What something looks like.

Noisy, does something look noisy or sound noisy? What about cooing? It might describe what the pigeon looks like as grey or feathery.

What it sounds like, cooing.

And what something looks like might be shiny.

Well done if you've got all of those.

We can describe the same nouns sometimes, but using different senses and different adjectives.

So one example there, if I want to describe the pigeon, I could describe what it looks like, grey and feathery, or I could describe what it sounds like, cooing and chirping.

We can do the same with some different senses and cake.

In the story, Paddington eats and slips on cakes.

So we could describe what a cake smells like.

Sweet, delicious, that smells scrumptious.

We could describe what it tastes like.

And some of those adjectives might be the same.

Tastes sweet, tastes creamy, thinking about the texture.

It tastes delicious, and it tastes fluffy, which means it's really light.

And finally, what it feels like.

Soft or spongy.

So we choose adjectives really carefully to best describe something, which is why sometimes, we might want to use more than one sense to describe the same noun.

And sometimes, the same adjective can be used to describe different nouns or different senses.

So we are going to also think about another thing where we can use more than one sense to describe the same noun.

This time, it's Paddington's marmalade.

We could think about what it smells like.

Sweet, the same as the cake, but this time, fruity or tasty.

What it tastes like? Tangy, fruity, delicious.

Or what it feels like.

Think about what marmalade feels like.

Sticky, but smooth because there are no lumps or bumps.

So again, we choose those adjectives really carefully.

And sometimes, the same adjective can be used to describe different nouns.

Like, for example, the sweets cake or the sweet marmalade, or different senses.

Fruity smell, fruity taste.

So now we've thought of those adjectives, we can create word banks to help us to remember the adjectives that we have learned.

And this is what the word bank can look like today.

So there is a column for each sense for what things look like, what things smell like, what things feel like.

And that isn't just things like the cake and the marmalade.

That could also be things like Paddington's coat or the weather in London, what things sound like and what things taste like.

So, for example, what things look like, bright lights, huge buildings, grand bridge.

What things smell like.

Sweet marmalade, fruity marmalade, delicious cake or pastries.

What things feel like.

Smooth or sticky.

Or as I said, it could be warm coat, rainy London, cold London.

What things sound like.

Noisy people, rattling trains, chatty people.

And what things taste like.

Tasty marmalade, sweet pastries, tangy marmalade.

So now you are going to create your own word bank.

The first thing you are going to do is sort these adjectives into the senses that they best describe.

Are you listening carefully? Green, chirpy, sticky, sweet, delicious.

Then you are going to add one more adjective of your choice to describe each sense.

Try and think about all of the things that we've discussed in the lesson so far to help you, and maybe ones that you took photos of throughout the lesson.

Pause the video now and off you go.

Fantastic, let's see how you got on with your sorting.

Green is something to describe what something looks like.

Sweet or delicious might describe what something smells like.

Sticky might describe what something feels like.

Chirpy might describe what something sounds like.

And sweet or delicious could also describe, as well as smell, what something tastes like.

I wonder which other adjectives you thought of.

It looks impressive.

It smells tangy.

It feels cold.

It sounds rattly.

It tastes smooth.

Well done.

Now let's move on to the second part of the lesson, writing descriptive sentences.

Now we are going to start building up our sentences.

So when we use more than one adjective to describe a noun, we know that they must be separated by a comma.

And this creates an expanded noun phrase.

There are some of our keywords, expanded noun phrase and comma.

Let's have a look at an example.

So I'm going to think about something that I want to describe.

I want to describe the bridges in London.

So my noun is bridges.

I want to describe what the bridges look like.

So that's the sense I'm going to use.

So I need to think of two adjectives to describe the noun bridges.

Hmm, let me think about what the bridges look like.

The bridges are long.

So my first objective is long.

Before I write my next objective, I need a comma.

My next objective goes going to be grand, which means they're really impressive and quite big.

Long, comma, grand bridges.

So let's check.

I have got an adjective long.

I have before my next adjective, a comma, another adjective, grand, and then my noun, bridges.

Long, grand bridges.

Long, comma, grand bridges.

Let's have another go.

So the now, now has two adjectives before it.

It has expanded, this means, from a word bridges into a phrase.

So let's have a go at another.

This time, I want to describe the taxis, and I'm going to describe what the taxis sound like.

Hmm, let me think.

How could I describe what the taxis sound like? Let me look back at my word bank.

Oh, that's a good one.

Loud, they're loud.

Loud, before I write my next adjective, I need a comma.

Rattling, I'm sat in the taxi and I can feel the rattling, but I can also hear a rattling sound from the engine.

Loud, comma, rattling taxi.

If I want to write about more than one taxi, I can hear, I could add an S.

Loud, comma, rattling taxi.

My first adjective is loud.

It is separated by a comma to the next adjective, which is rattling, and my noun is taxi.

Now you are going to have a go at creating some expanded noun phrases.

You can either write them or just say them.

So you need to think of two nouns.

Maybe you'll think of the park, or the cake, or Paddington's coats, or the pigeons.

And then you're going to think of two adjectives to describe that noun.

Adjective, comma, adjective, noun.

Can you pause the video and think of two expanded noun phrases? Off you go.

Wow, fantastic.

I've heard sweet, comma, delicious cake.

Chirpy, comma, cooing, pigeon.

Sticky, comma, tangy marmalade.

Green, comma, leafy park.

Fantastic expanded noun phrases, everybody.

But our learning cycle is called writing descriptive sentences.

But an expanded noun phrase is not a sentence.

For example, amazing, tall Big Ben.

That's an expanded noun phrase because my description of the noun, Big Ben, has been expanded because it's got two adjectives.

Amazing, comma, tall Big Ben.

But that phrase does not have a verb.

It also doesn't start with a capital letter or end with any punctuation like a full stop.

So a sentence would be capital letter.

I saw, there's my verb.

Amazing, comma, tall Big Ben, full stop.

The verb in my sentence is saw.

So without a verb, it's not a sentence.

We will now put our expanded noun phrases into sentences.

Have a look at the verbs for our senses written in the past tense for each sense.

Imagining we are Paddington, talking about what we have experienced.

I saw, I heard, I smelt, I tasted, I felt.

Could you repeat them again after me and maybe do the actions to help you? Are you ready? I saw, I heard, I smelt, I tasted, I felt.

Thank you so much for joining in with me.

So let's think of example sentences.

Our verbs are here.

I saw the amazing, tall Big Ben.

I heard bustling, chatty people.

I smelt sweet, delicious cake.

I tasted tangy, fruity marmalade.

I felt my warm, soft coat.

So there I have got five sentences using my senses, and I have know they are sentences because they start with a capital letter.

They end with a full stop, and they all have a verb, and they make sense on their own.

Each of my sentences also has an expanded noun phrase, where my adjectives are separated by a comma.

Well done.

You are now going to match the term to their examples.

So can you find the noun, the adjective, the expanded noun phrase, and the sentence out of these options? Leafy, park, I saw a green, leafy park.

Green, leafy park, hmm.

Can you pause the video now and match the terms to their examples? Off you go.

Let's see how you got on.

So the noun is the name of a place in this case, the park.

The adjective to describe that noun, just one adjective is leafy.

The expanded noun phrase is where I've got a description of my noun using more than one objective.

Green, comma, leafy park, which means my sentence is capital letter.

I saw a green, comma, leafy park.

Well done if you've got all of those.

I think that means you are almost ready to write your sentences.

We'll choose something to describe in a sentence for each sentence.

Your sentences will include an expanded noun phrase.

You will write them on a senses map, which looks just like this, so you have space to write one sentence for each sense.

You will say I then your verb.

Heard, smelt, saw, felt, tasted.

Adjective, comma, adjective, noun, full stop.

So, for example, I saw, there's my verb, the flowing, comma, cold River Thames.

Full stop.

River Thames has a capital letter, why? Because it is a proper noun.

So look out for that too.

So now you are going to complete the census map in full sentences.

A sentence starting with I saw, I heard, I smelt, I tasted, and I felt.

Then you will follow each one with an expanded noun phrase.

Adjective, comma, adjective, noun, full stop.

Use your word bank to help you.

Pause the video now.

Fantastic.

Here are some examples that I saw.

I saw the round, huge London Eye.

I love that sentence.

It starts with a capital letter, it has a verb saw, it has an expanded noun phrase, round, comma, huge London Eye, and a full stop.

This person has also remembered a capital letter for London Eye because it is a proper noun.

I heard cooing, comma, noisy pigeons.

Full stop.

I smelt fresh, comma, green grass.

Full stop.

I tasted sweet, comma, creamy cake.

And I felt sticky, comma, delicious marmalade.

Full stop.

I wonder whether you manage to think of a sentence for each of your sentences.

Can you go back now and check that your sentences make sense on their own? You've included that verb, and each sentence has an expanded noun phrase where the adjectives are separated by a comma.

Could you pause the video now to check? Off you go.

Well done, we have had a really busy lesson today.

We have learned that senses can help us to describe an experience, for example, the setting of London.

We know that the five senses are, oh, can you help me? Sight, smell, hearing, touch, and taste.

We also know that expanded now phrases need a comma in between the two adjectives.

For example, long, comma, grand bridge.

A sentence must include a verb.

And using descriptions with adjectives makes our writing so much more interesting.

Well done for a fantastic lesson of learning.

It made me feel like I was in the City of London, just like Paddington.

I hope to see you again soon.

Bye.