Lesson video

Hello, everyone, it's wonderful to see you all.

I'm Miss Brooms and I'm so excited to be guiding you through our learning today.

So let's get started, shall we? Welcome to the lesson Writing about characters, setting, and plot: "The Three Billy Goats Gruff".

Your outcome today is, "I can write part of a story." So by the end of today's lesson, you are going to be able to write part of a story.

For today's lesson, you are going to need your looking eyes, listening ears, thinking brains, somebody to talk to and something to write on.

Our keywords to keep an ear out for today are simple sentence, capital letter, full stop, adjective, sequence.

You may have heard some of these words before.

If you haven't, that's okay.

We're going to be focusing on them today.

So today, we're going to be looking at two things.

We're going to be thinking about preparing to write, and writing about characters, setting, and plot.

But let's start with preparing to write.

You are going to write the beginning of the story, and when we write, we always try to make sure we're using capital letters at the start of sentences and full stops at the end, that we are writing letters neatly on the line, that we are using our phonics to sound out and spell words.

And we're trying to remember the spellings of some common exception words.

Hmm, have a look at this sentence.

Has this sentence met our success criteria? "Once upon a time, the goats lived in a meadow." Has it met it? Well, I've used sequencing language to order the events.

"Once upon a time," that's sequencing language.

And I've read back the sentence to make sure it makes sense.

"Once upon a time, the goats lived in a meadow." But it does not have a capital letter or full stop at the end.

It does not have an adjective to describe the characters in the setting.

So to make it better, I am going to make sure that I add in capital letters at the beginning and a full stop at the end, as well as an adjective to describe the characters and the setting.

"Once upon a time, the famished goats lived in a dry meadow." Now I've used a capital letter at the beginning and a full stop at the end.

I've used the adjective famished and dry.

Famished to describe the goats' character, to describe the characters, sorry.

And dry to describe the setting.

So I've used the adjectives now.

I have used sequencing language with, "Once upon a time," and I've read it back to make sure it makes sense.

Now, this sentence meets the success criteria.

If your success criteria isn't met, that's okay, you can go back to your sentence and add things in.

I would like you to use your story to retell, to use your story mountain to retell the story.

So have a look at the story mountain.

We know the story, so have a think, what happens in the story? I would like you to retell the story to yourself, whispering to your finger, using the story mountain and the sequencing language.

I would like you to do this to yourself and pause the video here.

Ooh, fantastic retelling! I heard some great retelling and whispering.

You're really using your listening ears, good job.

Now the writer tells us what happens in the story by narrating the events, by telling us the events.

I'm going to read the first page of the story to you.

The first page of "The Three Billy Goats Gruff".

"Once upon a time there lived the Three Billy Goats Gruff.

The youngest was the smallest, the middle one was a bit bigger, and the oldest was the largest of them all.

They all lived, they lived in a dry, brown meadow next to a rushing river with a rickety bridge." Oh, really great listening ears you're using, everybody.

In the beginning of the story, the main characters and the setting, the first setting are introduced.

That's what happens at the beginning.

The main characters and the first setting is introduced.

I want to see if you can remember which setting is correct for the beginning of the story.

Is it A, B, or C? Show me on your fingers.

A, B, or C? Well done, some of you are showing me.

Which one could it be? I'm going to show the correct answer in one, two, three! The answer is B.

This is the correct setting for the beginning of the story, the dry, brown meadow.

Now, when we use word banks, word banks give us idea for different words that we can include into our writing.

For example, for goats, a word bank might have words such as hungry, starving, frustrated, famished, and we can include those into our writing to describe the goats.

For the meadow, it could have dry, brown, parched, dusty, all fantastic ideas that we can put into our writing.

So word banks, they're very helpful.

Now, which of these adjectives best describes the goats at the beginning of the story? A, happy, B, tearful, C, hungry.

Which one best describes the goats at the beginning of the story? A, happy, B, tearful, or C, hungry? Pause the video here for some thinking time.

Okay, I'm going to show you the answer! So which of these adjectives best describes the goats at the beginning of the story? A, happy, B, tearful, C, hungry.

The answer is C, hungry.

Well done if you got that.

If you didn't, that's all right.

Now, which of these adjectives best describes the meadow at the beginning of the story? The meadow, the meadow.

A, grassy, B, dry, or C, green.

Pause the video here for some thinking time.

Fantastic, okay, which of these adjectives best describes the meadow at the beginning of the story? A, grassy, B, dry, C, green.

The answer is dry, well done if you got that.

It's a very dry meadow, very dry.

Now when we rehearse a sentence out loud before we write, it really helps us to remember it.

That's why rehearsing sentences is so important.

"Once upon a time, three mm goats lived in a mm meadow.

Once upon a time, three mm goats lived in a mm meadow." What could you put into those gaps? I would like you to plan the first sentence introducing the main characters and the setting.

You can use this.

"Once upon a time, three mm goats lived in a mm meadow." Fill in those gaps and see if you can repeat your sentence.

Pause the video here.

Really great! Really fantastic repeating and rehearsing.

Okay, my sentence was, "Once upon a time, three famished goats lived in a dry meadow.

Once upon a time, three famished goats lived in a dry meadow." That's my sentence.

I've used a capital letter and sequencing language, "Once upon a time." I've used an adjective to describe the goats, famished, and dry to describe the meadow, an adjective to describe the meadow.

I've also put a full stop at the end.

I have my capital letter, my adjective for the goats, my adjective for the meadow, and a full stop.

After you introduce the characters and the setting, the main events in the plot are also described.

So after you do the beginning, the main events and the plot of the story are described.

Then, next, suddenly.

Now, which of these events happens next in the plot? Have a think about everything you know about this story.

We've already looked at the beginning, the dry meadow.

Which happens next? A, B, or C? Which of these events happens next in the plot? I would like you to show me, show me your letters on your hands.

A, B, or C? Everyone show me, I'm looking.

Okay, nearly, everyone.

Okay, the answer is C.

Next, after that, okay, the small goat tries to cross the bridge after they're in the dry brown meadow.

Well done if you got that.

If you didn't, that's okay.

So like I've said before, world banks are very, very helpful because they can help us come up with ideas, think of ideas, but they can also help us come up with different adjectives, which makes our writing even more exciting! A word bank that could link to the goats might have the words brave, courageous, daring, bold! All fantastic adjectives to describe the small goat.

And if you are describing the bridge for this next part of the plot, in your word bank, you may have adjectives like rickety, old, narrow, wobbly.

Now, which of these adjectives do you think best describes the goats when they decide to cross the bridge? Are the goats A, tired, B, funny, C, brave? A, B, or C? Which of these adjectives best describes the goats when they're trying to decide to cross, when they decide to cross the bridge? Which one do you think? I will give you a little bit of thinking time.

Pause the video here.

Fantastic, great thinking.

Okay, show me on your hands.

Show me on your fingers, A, B, or C? A, tired, B, funny, or C, brave.

Which of these adjectives best describes the goats when they decide to cross the bridge? The answer is C, brave.

Well done if you've got that, well done.

Now, which of these adjectives best describes the bridge that they're walking on? A, rickety, B, strong, C, enormous.

A, rickety, B, strong, C, enormous.

I'm going to let you have some thinking time here.

Pause the video here and then show me on your fingers.

Good job, okay, show me the answers.

What do you think it is? A, rickety, B, strong, C, enormous.

The adjective that best describes the bridge is rickety! Okay, great job if you've got that, if you've got rickety, well done if you've got that.

Now rickety, it means it's not very stable.

It might look like it's going to break.

It's not the newest bridge.

That's what rickety means.

So let's plan a sentence to describe what happens next.

We're going to add another adjective to describe the character of the goats and the setting of the bridge.

"Then the mm goats tried to cross the mm bridge." I wonder what I might put in here.

"Then the mm goats tried to cross the mm bridge." What could I put in there? Just have a think of some adjectives that you could put in there to describe the goats and the bridge.

What could I put? I know.

"Then, the daring goats tried to cross the wobbly bridge." I've used a capital letter and sequencing language, then.

Daring is my adjective that I've used to describe the goats.

Wobbly is my adjective that I've used to describe the bridge.

And I've got a full stop at the end.

Okay, let's plan the next part of the story.

I'd like you to think about the adjectives that we used to describe the troll.

There's the troll.

We've said the troll is cruel, terrifying, menacing, fearsome, green, fierce.

"Suddenly, a mm troll stopped them.

Suddenly, a mm troll stopped them." Fantastic repeating.

Now looking at your word bank, what adjective could you use to fill in the gaps? Could you whisper your sentence to your finger, using one of the words that is in the word bank on the screen? Whisper to your finger, pause the video here.

Well done, really, really great! I can say, "Suddenly, a menacing troll stopped them." Capital letter, started with capital letter and sequencing language.

So that's what I'm thinking about when I'm writing, my capital letter and sequencing language.

"Suddenly, a menacing troll stopped them." I've used an adjective describe the troll.

The adjective I've decided to use is menacing.

And then at the end of my sentence, full stop.

Capital letter, "Suddenly, a menacing troll stopped them," full stop.

Okay, now we've got a big one to do, all right? We're going to rehearse the beginning of the story aloud, the whole beginning of the story aloud.

"Once upon a time, three mm goats lived in a mm meadow.

Then, the mm goats tried to cross the mm bridge.

Suddenly, a mm troll stopped them." With your partner, you are going to be filling in those gaps thinking about all of the adjectives that we've already looked at today.

"Once upon a time, three mm goats lived in a mm meadow.

Then, the mm goats tried to cross the mm bridge.

Suddenly, a mm troll stopped them." Make sure you're filling in the gaps with the person that's near to you, and try and take turns.

Pause the video here and off you go! Oh, what a fantastic discussion I can hear all of you having, and you are really thinking about the adjectives that best fit, suiting the characters and the setting.

That was really fantastic, everyone.

Now I hope you rehearsed the beginning of the story aloud in a nice, clear voice.

I'm going to rehearse mine.

"Once upon a time, three famished goats lived in a dry meadow.

Then, the daring goats tried to cross the wobbly bridge.

Suddenly, a menacing troll stopped them." I've rehearsed the beginning of my story aloud, and I hope you rehearsed it too in a nice, clear voice, because that's going to help you when you do your writing.

Okay, let's move on to writing about the characters, the setting, and the plot.

So this is our success criteria for today's writing.

We're going to read some sentences in a moment to check if they meet it.

But your success criteria for today's writing is to use capital letters at the start of sentences and a full stop at the end.

Use adjectives to describe the characters and the setting.

Use sequencing language to order events, so ordering events by using the sequencing language.

And then read back to make sure a sentence makes sense.

Let's have a look at some sentences.

"Three hungry goats lived in a parched meadow." I've used a capital letter at the beginning and a full stop at the end.

I have used an adjective to describe the characters and the setting.

I've described the goats as being hungry and the meadow as being parched.

I've read back the sentence to make sure it makes sense.

But I haven't used sequencing language to order events.

Perhaps the next sentence will have sequencing language.

So my success criteria for this sentence is not quite complete.

Have a look at this sentence now.

"Then, the brave goats decided to cross the narrow bridge." I've used a capital letter at the start of the sentence and a full stop at the end.

I have used an adjective to describe the characters and the setting.

The goats are brave.

I've described them as brave.

And the bridge, I've described it as narrow.

I have used sequencing language this time to order the events.

I used the word then, then! And I've read back the sentence to make sure it makes sense.

This success criteria gets a tick.

Now, we will be writing more than one sentence, okay? One simple sentence is one idea, okay? One simple sentence is one idea.

Let's read this and make sure that it is correct.

Let's see, is it correct? We'll put one finger on the capital letter and we're going to read and check if there's a full stop after each idea.

"Once upon a time, three famished goats lived in a dry meadow.

Then, the daring goats tried to cross the wobbly bridge.

Suddenly, a menacing troll stopped them," full stop.

That was a lot, a lot of ideas.

Now one simple sentence is one idea.

Simple sentence, it's one of our keywords, so one idea.

After each idea, we need a full stop.

"Once upon a time, three famished goats lived in a dry meadow.

Then, the daring goats tried to cross the wobbly bridge.

Suddenly, a menacing troll stopped them." That's more than one idea.

Now you can use the story mountain to help you separate this into three separate ideas, so you can use the story mountain to help you.

"Once upon a time, three famished goats lived in a dry meadow." One idea, second idea.

"Then, the daring goats tried to cross the wobbly bridge." Third idea, "Suddenly, a menacing troll stopped them." We've split up our ideas and we've used the story mountain to help us do that.

I have already written the first two sentences of the first part of the story, introducing the settings and characters.

I have already written, "Once upon a time, three famished goats lived in a dry meadow.

Then, the goats tried to cross the wobbly bridge." You are going to help me write my last sentence.

My last sentence is, "Suddenly, a menacing troll stopped them." Okay, so first, I need to say my sentence.

"Suddenly, a menacing troll stopped them." Now I need to say the sentence in a silly voice.

"Suddenly, a menacing troll stopped them." Now I need to say the sentence, including a capital letter, a finger space, and a full stop.

Capital letter, "Suddenly," finger space, "a," finger space, "menacing," finger space, "troll," finger space, "stopped," finger space, "them," full stop.

Now I need to tell someone my sentence.

"Suddenly, a menacing troll stopped them." Now I need to whisper my sentence to my pen or pencil.

"Suddenly, a menacing troll stopped them." Okay, now that I've said my sentence, I'm going to use my phonics to help me write.

"Suddenly," and I need to start with my capital letter.

Capital letter, "Suddenly," S, U, D, E, N, L, E, E sound spelled with a Y.

S, U, D, E, N, L, E.

"Suddenly," comma, "a menacing," M, E N, A, S with a C, I, ng, M, E, N, A, S, I, ng, "menacing troll," T, R, O, L, T, R, O, L, "Troll." "Suddenly a menacing troll stopped," stopped, S, T, O, P, D with a ed spelling.

Stopped, stop, D, "Stopped them." Th, E, M, them.

"Suddenly a menacing troll stopped them," full stop.

Now I need to check my success criteria.

Have I used a capital letter at the start of sentences and a full stop at the end? I'm checking.

Yes, I have, tick! Have I used adjectives to describe the characters and setting? Okay, the characters.

"Once upon a time, three famished goats lived in a dry meadow." I've described the goats as famished.

I've described the meadow as dry, okay.

"Then the goats tried to cross the wobbly bridge." The bridge is wobbly.

"Suddenly, a menacing troll," the troll is menacing, "stopped them." Oh wait, "Then, the goats tried to cross the wobbly bridge." Goats, oh my goodness, I need an adjective.

I know, I can describe the goats as daring.

"Then, the daring goats," daring.

D, A, D-A-R-I-N-G.

"Then, the daring goats tried to cross the wobbly bridge." Much better.

Now I can tick my success criteria, tick.

Have I used sequencing language to order events? I've used, "Once upon a time, then, and suddenly," yes, I have.

And have I read back the sentences to make sure they make sense? "Once upon a time, three famished goats lived in a dry meadow," full stop.

"Then, the daring goats tried to cross the wobbly bridge." Full stop.

"Suddenly, a menacing troll stopped them," full stop.

It makes sense! Tick, tick, tick, tick! I've completed my success criteria, yay! Now we're going to write the first part of the story, including the setting and the characters.

So we need to make sure that we are checking the success criteria, using capital letters at the start and the full stop at the end, using adjectives to describe the characters and the setting, using sequencing language to order events, and reading back our sentence to make sure it makes sense.

Have a look at this sentence.

Let's check the success criteria.

"Once upon a time, three goats lived in a dry meadow.

Then, the goats tried to cross the wobbly bridge.

Suddenly, a troll stopped them." Hmm.

I've used sequencing language to order the events, "Once upon a time, then, suddenly." I've read back the sentences to make sure they make sense.

They do make sense.

But I haven't used adjectives to describe the characters and the setting each time.

And I haven't used full stops.

I've used capital letters, but I haven't always used full stops at the end of a sentence.

Okay.

I've added a little bit of magic, listen to it now.

"Once upon a time, three famished goats lived in a dry meadow.

Then, the daring goats tried to cross the wobbly bridge.

Suddenly, a menacing troll stopped them." Well, I've used capital letters and full stops, capital letters at the beginning of each sentence, full stops at the end of each as well.

I have used adjectives to describe the characters and the settings.

Famished goats, daring goats, menacing troll, the characters.

Dry meadow, wobbly bridge to describe the setting.

I've used sequencing language, "Once upon a time, then, suddenly." and I've read back the sentences to make sure that they make sense.

Well done, me! Tick! So to summarise our lesson, writing about the characters, setting, and plot, "The Three Billy Goats Gruff".

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

We have learned that the beginning of the story introduces the characters, setting, and the start of the plot.

And that every sentence must start with a capital letter, and sentences often end with a full stop.

We know that narrating a story means the writer is saying what happens.

And that word banks help us find keywords to include in the writing, give us ideas, and can give us brilliant adjectives.

You have been absolutely fantastic today! It has been so wonderful guiding you through your learning.

I hope you've enjoyed today's lesson.

I think you deserve a big one, two, three, "Well done, me." Give yourself a one, two, three, "Well done, me." Fantastic.

Hopefully I will see you in another English lesson.

Bye!.