Lesson video

Hello, everyone.

I'm Ms. Corbert, and welcome to today's lesson.

Writing the beginning of a school trip recount.

I'm really excited for today's lesson because I finally get to see all of your ideas about your school trip.

So for this lesson, you need to have your listening ears, have you got them? Your looking eyes, your thinking brain.

It would be great if you also had someone to talk to, and most importantly, you need something to write with and something to write on.

It would be great if you could have lined paper and your success criteria nearby.

Maybe you need to pause the video now to make sure you've got all of those things.

Pause the video.

Great.

I think we're ready to get started.

Today's learning outcome is, I can write parts of a recount.

And here are the key words that will help us to get there.

Are you ready to repeat them after me? Beginning, we will be writing the beginning of the recount.

Expanded noun phrase, adjectives, fronted adverbial of time, joining word.

Well done.

Thank you so much for joining in with me.

So loud and proud.

The first part of today's lesson is preparing to write before we get on with writing our recount.

Today, you will be writing the beginning of a recount.

We know that whenever we write, we always try to use capital letters at the start of sentences and we end them with either a full stop, a question mark, or an exclamation mark.

We also try to write our letters neatly on the line.

We use phonics to sound out and spell words.

And for those that we can't use phonics for, we try to remember the spellings of some common exception words.

We also always try to read back our writing to make sure it makes sense.

As well as that, here is the success criteria for today's lesson.

We are going to be using fronted adverbials of time to sequence events.

We will join two sentences together using the joining word, and.

We will use an expanded noun phrase.

And we will use capital letters at the start of sentences and end with our full stop, our question mark or our exclamation mark.

I am going to use my plan to retell the beginning of my recount.

So I have my plan here.

Maybe you have your plan ready.

And I'm only going to retell the beginning of my recount.

I'm going to include my fronted adverbials of time and the main events, as well as some of the descriptions that I've been generating.

Are you ready? Last Thursday, we went on a trip to the exciting fun-filled park.

First, we travelled there on a noisy, crowded bus, then we arrived at the tall, leafy park.

We have been learning about plants, and we wanted to know how plants grow.

Fantastic.

Writing about when and where the trip was should come at the beginning of the recount, just like mine.

Explaining why the trip happened and how you travelled there can also come at the beginning, so we've got lots to get on with today, which is these events here.

Which are the most important parts of the beginning of the recount? When you went, how you got there, where you went, or which something.

Hmm.

Pause the video now and decide.

Off you go.

Let's see if you got them.

When you went is really important so we know.

How you got there, and where you went.

Which is your favourite part, maybe.

It doesn't need to come at the very beginning.

We know that adding adjectives, there's a key word, to our writing makes our descriptions more interesting.

Here are some different adjectives.

Enjoyable.

Maybe you could repeat them after me.

Enjoyable.

Interesting.

Fun-filled.

Exciting.

Action-packed.

Educational, which means you learn lots.

Unforgettable, which means you'll never forget it.

I am going to create an expanded noun phrase to describe my trip.

My, mm, comma, mm trip to the park.

Two adjectives to describe my trip to the park.

Hmm.

Let's see what I think of.

Exciting, comma, fun-filled trip to the park.

Can you create an expanded noun phrase to describe your trip? It might be useful to write this down because some of these adjectives are quite hard to spell.

So you want adjective, comma, adjective, trip to the, noun.

Where did you go? Is the park, the museum, the zoo, the shop? Your local area, adjective, comma, adjective, trip to the park.

You can either say it, or like I said, it might be helpful to write down those adjectives so you have the correct spellings of them.

Pause the video now.

Fantastic.

I heard action-packed, comma, interesting trip to the the museum.

I also heard enjoyable, comma, fun-filled trip to the zoo.

What fantastic expanded noun phrases.

Remember, and make sure if you've written it down, two adjectives must be separated by a comma.

Well done.

Can you remember, is this true or is this false? Two adjectives must be separated by a full stop.

Is it adjective, full stop, adjective, noun, or adjective, comma, adjective, noun? Hmm, so two adjectives must be separated by a full stop.

True or false? I'm going to give you five seconds now.

Five, four, and zero.

Did you get there? Two adjectives must be separated by a full stop.

Let me see your thumbs.

No, we know that two adjectives must be separated by a comma.

Now we have our ideas.

We can start to think about how it will be written down.

We can use the joining word, there's our key word, and to link two ideas together.

So let's look at an example.

We have been learning about plants.

The park teaches us about what different plants need to grow.

So my first idea is, we have been learning about plants.

It's a capital letter and a full stop.

It's a full sentence.

My second idea is, the park teaches us about what different plants need to grow.

Both of those sentences make complete sense on their own, but the second one is related or linked to the first idea, because it's talking about plants just like the first sentence.

So we can use and to join them together.

We have been learning about plants.

Get rid of that first full stop, and, get rid of that next capital letter, the park teaches us about what different plants need to grow, full stop.

So we've gone from two sentences to one sentence, which means we only need a capital letter and a full stop.

So we know that joining words join ideas together.

I would like you to try and find the joining word.

We've got we, last week, and, and park.

Which word helps to join ideas together? Pause the video now.

Well done if you said and.

And can join two ideas together.

We know that rehearsing a sentence out loud before writing helps us to remember it.

So we are going to plan the beginning of your recount, explaining when, where, and why you went on your school trip.

So on, mm, we went on an mm, mm, trip, two adjectives, to the, mm, where did you go, full stop.

We have been learning about, mm, and, what does that place teach you? Have a think.

Have a look at this example.

On Wednesday, the 3rd of May, we went on an exciting, fun-filled trip to the park.

We have been learning about plants and the park teaches us about what different plants need to grow.

Let's see what that sentence includes.

A capital letter and a fronted adverbial of time to start the sentence.

On Wednesday 3rd of May, I have got an expanded noun phrase.

A exciting, comma, fun-filled trip to the park.

I have also got a joining word to join my two ideas together.

Maybe for when you're saying about why you went, maybe we have been learning about animals and the zoo teaches us about what different animals need to be looked after.

We have been learning about historical artefacts and the museum has so many of those.

We have been learning about maps and the local area helps us to know where we are going.

Trying to think about why you are going.

After introducing when, where, and why you went on a school trip, you can explain how you travelled there.

Was it a bus? Did you walk or did you get the train? Did you get on a coach? Was it a mini bus? Did you get dropped off there? So many different options.

I went on the bus.

What transport did you use to get to your destination? I went on the.

Can you tell me? So many different examples, and we can use word banks to help us come up with different adjectives to describe that journey.

You might describe a bus as big, crowded, which is the same as busy.

Or you might describe what it looked like, red, maybe it's green, maybe it's blue.

You might also describe the park where you went to.

Leafy, green, colourful, spacious.

I wonder which adjectives you might like to use.

Which of these adjectives best describe a bus? Is it tired bus, leafy bus, or crowded bus? I'm going to give you 10 seconds to decide.

10, five.

Fantastic.

Crowded.

Well done.

I would never describe a bus as tired or as leafy, unless it's a bus made out of leaves.

I would describe it as crowded when it is quite busy.

Let's plan new sentences to describe what happened next.

We will add adjectives to describe the transport we used and the place that we visited.

When we used two adjectives, we create an expanded noun phrase.

First, we travelled there on a, mm, mm, mm, adjective, comma, adjective, noun, describing your transport.

Then, we arrived at the, mm, mm, mm, adjective, comma, adjective, noun.

That's to describe where you arrived at.

Let's look at this example.

First, we travelled there on a big, crowded bus.

Then, we arrived at the leafy, green park.

Let's see what these sentences include.

We start with a capital letter to start our sentence and a fronted adverbial of time with a comma, first, then we have an expanded noun phrase, big, comma, crowded bus.

Then we've got a new idea, so we need a capital letter to start our sentence, and we have another fronted adverbial of time, then.

And then we have another expanded noun phrase, leafy, comma, green park.

I wonder if you could now plan your sentences.

Mm, we travelled there on a, mm, mm, mm, full stop.

Mm, we arrived at the, mm, mm, mm.

Pause the video now and plan your sentences.

Off you go.

Fantastic.

Did your sentences include all of those things? Well done.

So we know that rehearsing all of our sentences and ideas out loud helps us to remember what we are going to write, and we are going to try and say those sentences in different ways.

You're going to say all of your sentences so many times.

I'm going to show you an example with one sentence at a time.

So first, I'm just going to say my sentence.

Last Thursday, we went on an exciting, fun-filled trip to the park.

The next thing I'm being asked to is say my sentence in a silly voice.

We have been learning about plants and the park teaches us about what plants need to grow.

Then I'm going to say a sentence using my capital letters, my commas, and my full stops.

Okay.

Capital letter, First, comma, we travelled there on a big, comma, crowded bus, full stop.

Then I'm going to tell somebody else my sentences.

Then, we arrived at the leafy, green park.

Then I'm going to get my pencil and I'm going to whisper a sentence.

Then, we arrived at the leafy, green park.

You are going to do all of those steps with all of your sentences.

So now it's your turn to rehearse the beginning of your recount out loud using your timeline to help you and the steps that we've gone through, and you can use these sentences to help you as well.

Pause the video now.

Fantastic.

I loved hearing the beginning of your recounts aloud, and this is one that I heard.

On Wednesday, the 3rd of May, we went on an exciting, fun-filled trip to the park.

We have been learning about plants and the park teaches us about what different plants need to grow.

First, we travelled there on a big, crowded bus.

Then, we arrived at the leafy, green park.

I love that you included your capital letters, your full stops, and your commas, which will really help you with your writing.

So we're going to move on now to the final part of our lesson.

Writing the beginning of a recount.

Let's remind ourselves of today's success criteria, and then we will read some sentences to check if they meet it.

Use fronted adverbials of time to sequence events.

Join two sentences together using and.

Use an expanded noun phrase, and use capital letters at the start of sentences and end with a full stop, a question mark, or an exclamation mark.

Let's read the first sentence.

On Wednesday 3rd of May, we went on an exciting, fun-filled trip to the park.

I can see a fronted adverbial of time.

Can you? On Wednesday 3rd of May, and I've got my comma.

Join two sentences together using and.

On Wednesday 3rd of May, we went on an exciting, fun-filled trip to the park.

This sentence, I haven't joined using and.

We don't need to join all of our sentences together, so that's okay because there's time for that later in the lesson or later in our writing.

Have I used an expanded noun phrase? On Wednesday 3rd of May, comma, we went on an exciting, comma, fun-filled trip to the park.

There's my expanded noun phrase, two adjectives to describe my noun.

And have I used capital letters and a full stop at the end? I'm going to get my finger to check.

On Wednesday, the 3rd of May, we went on an exciting, fun-filled trip to the park, full stop.

My capital letter and my full stop.

Now let's look at another sentence.

We have been learning about plants and the park teaches us about what different plants need to grow.

(gasps) Have I managed to join my two sentences this time? We have been learning about plants, idea one, and the park teaches us about what different plants need to grow, full stop.

I've joined my sentences together using and, and I have a capital letter and a full stop.

Let's read this to see if it's correct, just before you help me with my writing.

I'm going to put one finger on each capital letter, and then read and check all the way to the end of the idea where I should find a full stop.

Okay, I'm pointing to my first capital letter.

Who's pointing with me? Thank you so much for helping.

On Wednesday, the 3rd of May, we went on an exciting, fun-filled trip to the park.

That's the end of my idea, but where's my full stop? I should then have capital letter.

We have been learning about plants and the park teaches us about what different plants need to grow.

That's the end of my idea.

Full stop.

I should have another capital letter.

First, we travelled there on a big, crowded bus.

Full stop then capital letter.

We arrived at the leafy, green park.

Full stop.

Let's see if we can fix it.

(gasps) That already looks better.

Capital letter.

On Wednesday 3rd of May, we went on an exciting, fun-filled trip to the park.

Full stop.

Capital letter.

We have been learning about plants and the park teaches us about what different plants need to grow.

Full stop.

Capital letter.

First, we travelled there on a big, crowded bus.

Full stop.

Then, we arrived at the leafy, green park.

Full stop.

Whew, that was tricky work getting those capital letters and full stops in, but thank you so much for checking with me.

Now it's my turn to write my recount.

I am ready to start writing my recount.

To help me, I have got my success criteria stuck in, I have got lined paper, and I've got my plan as well with my main events and then sequenced in an order with my fronted adverbials of time.

Let's have a look at our success criteria to remind ourselves.

Use fronted adverbials of time to sequence events.

Join two sentences together using and.

Use an expanded noun phrase.

And use capital letters at the start of sentences and end with a full stop, a question mark, or an exclamation mark.

Let's get started.

I have already written the first part of my recount, but before I move on, I would like you to check something with me.

Can you read it with me? Last Thursday, comma, we went on an exciting, comma, fun-filled trip to the park.

Full stop.

Capital letter.

We have been learning about plants.

Full stop.

The park teaches us about what plants need to grow.

Full stop.

I think that's looking pretty good so far, but I forgotten one thing.

I've forgotten to join two sentences together using and, and here is where I should have used it.

Hmm.

We have been learning about plants.

That's one idea.

The park teaches us about what plants need to grow.

That's another idea.

So where should my and go? Hmm.

Maybe you could point to where you think the and should go.

We have been learning about plants and the park teaches us about what plants need to grow.

Okay, so what do I need to do? I need to join the two ideas together.

So I only need one capital letter and one full stop, which means I need to take away this full stop and I need to take away this capital letter and make it a lowercase t.

I also need to add in the word and.

A, n, d.

And.

That's a good job.

I've left a line between my writing to help me look for mistakes.

We have been learning about plants and the park teaches us about what plants need to grow.

Perfect.

I am ready now to get onto the first part of my recount which is, first, we travelled there on a big, crowded bus.

First, we travelled there on a big, crowded bus.

Capital letter.

First.

It's on my plan, but I can also sound it out.

F, er, s, t.

First, comma, we travelled there.

We, w with an e.

Travelled.

Trav, I'm going to do trav first.

You sound it out with me.

T, er, ah, v, eld.

I know it's an, eh, making that, uh, sound.

Eh, two letter Ls, and then travelled.

It's already happened so it's in the past tense.

So I need my ed ending.

First, we travelled there, and it's this there here, which is a common exception word that we just have to know.

First, we travelled there on a, on a big, crowded bus.

Big, cr, er, ow, d, ed.

crowded bus.

(gasps) I've included an expanded noun phrase, but, first, we travelled down on a big, crowded bus.

What have I missed out? Adjective, comma, adjective, noun.

Adjective, comma, adjective, noun.

First, we travelled there on a big, crowded bus.

Full stop.

Then, we arrived at the leafy, green park.

So capital letter to start my new sentence.

Then, comma, we again, arrived.

So, arrived.

I know it's a, two r, i, split digraph, and then d for arrived, my ed ending.

But then we arrived a, t, the leafy.

Hmm, could you stretch that word for me? Leafy.

L, ee, f, y.

Leafy.

L, I know it's ea, f, and my letter y often makes that e sound in adjectives.

Leafy.

I'm not going to fit my comma this time 'cause I have two adjectives.

Adjective, comma, adjective, which is green.

Sound it out with me.

G, r, ee, n.

Green.

Then, we arrived at the leafy, comma, green park.

P, ar, k.

And I know it's this k, this k spelling, because my digraphs only really need one, and it's normally okay at the end.

Full stop.

(gasps) Let's check my success criteria.

Use fronted adverbials of time to sequence events.

Last Thursday.

First.

Then.

Got that.

You join two sentences together using and.

That was where you helped me.

I managed to do that.

Use an expanded noun phrase.

I've managed to use two.

I wonder how many you could use.

Big, crowded bus.

Leafy, green park.

And I've used capital letters at the start of my sentences, and all of my sentences end with a full stop.

Last Thursday, we went on an exciting, fun-filled trip to the park.

Full stop.

Capital letter.

We have been learning about plants and the park teaches us about what plants need to grow.

Full stop.

Capital letter.

First, we travelled there on a big, crowded bus.

Full stop.

Capital letter.

Then, we arrived at the leafy, green park.

Full stop.

(gasps) Thank you for helping me with my writing, and now it's your turn.

<v ->Thank you so much for helping me with my recount.

</v> I think you are ready to write the beginning of your recount, explaining when, where, why, and how it happened.

Don't forget to check your success criteria.

Pause the video and off you go.

Wow, I am so impressed with your focus, your careful writing, and what beautiful descriptive ideas that you have written down.

Here is an example, and I'm wondering whether I've met my success criteria, because then you are going to check your success criteria.

I can see a fronted adverbial of time, on Wednesday 3rd of May.

I can also see first.

And then, have I joined two sentences together using and? On Wednesday 3rd of May, we went on an exciting, fun-filled trip to the park.

That sentence doesn't, but that's okay.

We have been learning about plants and the park teaches us about what different plants need to grow.

(gasps) I've joined my two ideas together using and.

Have I used any expanded noun phrases? Exciting, fun-filled trip to the park.

Big, crowded bus.

Leafy, green park.

And I've got all of my capital letters and my full stops.

I would like you to pause the video now and double check your success criteria.

Don't worry if you haven't met them all.

Just like mine, you can go back and make some changes.

Pause the video now.

Fantastic.

What a brilliant lesson today.

We now know that writing about when and where the trip was should come at the beginning of a recount, explaining why the trip happened and how you travelled there can also come at the beginning.

Adding adjectives makes our recount more interesting and helps us to imagine that we were there too.

Using fronted adverbials of time help to structure events, and we know that two sentences can be joined together to make one sentence using the joining word and.

Thank you so much for learning with me today and I hope to see you again soon.

Bye.