Lesson video

Hello, I'm Miss Corbett, and welcome to another English lesson in the unit "Wild." Today's lesson, we will be adding lots of description to describe the setting in the story "Wild," which I'm really, really excited about because I love adding descriptive language to our writing and our storytelling.

By the end of this lesson, you will have written some descriptive sentences about the setting in the story "Wild." For this lesson, you will need, as always, your looking eyes, your listening ears, and your thinking brains.

You'll also need your imagination to imagine that you're in the setting in the story.

As well as that, you'll need somebody to talk to.

If you're at school, that might be, your teacher will tell you who to speak to, and if you're at home, I'm sure you can find someone nearby.

You will also need something to write with because we're going to write our sentences together.

You'll need some paper and some pen and a pencil.

It would be great if your paper had lines so you could write nice and neatly.

Ideally, you would also have the worksheet on this lesson.

Let's move on to our key words.

Our key words will help us be able to write those sentences together.

Don't worry if you don't know what all of these words mean because we're going to go through them all during our lesson.

My turn, your turn.

Setting.

Fantastic.

Remember, setting is where the story takes place.

Sense, sense.

Adjective.

Adjective, and the adjectives describe nouns.

Expanded noun phrase.

Fantastic, and we're going to be writing sentences with expanded noun phrases in today.

And finally, sentence.

Sentence, which is what we are going to be writing.

Well done.

Let's move on to our first part of the lesson which is generating adjectives together.

You are going to imagine that you are no longer you and you are no longer sat where you are.

But you're the little girl and you're in the setting of the story, which is the forest.

So now I want you to transport yourself there, you might want to close your eyes for five seconds.

You might want to jump in to realise that you are there.

I'm gonna take you five seconds to make sure that you're the little girl in the forest.

Well done.

Now we are going to describe what we can see, hear, feel, touch, and smell around us.

That is our senses, senses, senses.

Help us make sense of the world around us.

I wonder if you could very quickly name all of our five senses.

Show me five.

And I'm going to give you 10 seconds to make sure you have the sense for each of those fingers using the pictures to help you.

Off you go.

Did you manage it? Well done for getting as many as you could.

My turn, your turn.

Hearing, hearing.

Smell, smell.

Sight, sight.

Touch, touch.

Taste, taste.

Did you manage to get them all? Well done.

We are going to be describing what we can hear, what we can smell, what we can see, what we can feel, and what we can taste.

We are going to imagine that we've already done all of those things, and we're describing it afterwards.

So we'll be imagining in the past tense, what you heard, what you smelt, what you saw, what you felt, and what you tasted.

Fantastic.

I'm going to give you an example.

What could I see? Hmm? What's in my forest? I saw colourful, vibrant flowers.

I saw colourful, vibrant flowers.

I saw, so two adjectives there to describe my noun, which is the flowers.

Can you repeat it after me? I saw colourful, vibrant flowers.

Your turn.

Well done.

Now it's your turn.

Can you think of two adjectives to describe what you saw? I saw, mm mm mm.

Try and think of something different to my flowers.

Off you go.

You might want to pause the video.

Wow, I heard so many fantastic ideas of what you saw in the forest.

I had one idea.

I saw long, flowing grass.

Long and flowing are my adjectives for the noun grass.

Fantastic.

Let's move on to another sense, hearing.

I wonder what I heard in the forest.

Hmm.

I heard noisy, chirping birds.

I heard noisy, chirping birds.

Your turn.

Well done for repeating my sentence.

Now it's time to think of your own.

Use two objectives to describe something you heard in the forest.

Trying to think of something different to the birds.

I heard, mm mm mm.

Pause the video.

Off you go.

Again, I heard so many fantastic suggestions.

Let's think.

Let's see one example.

I heard noisy, playful foxes.

Those sneaky foxes are making so much noise in their play.

I heard noisy, playful foxes.

Noisy and playful are my adjectives.

And foxes is my noun.

Fantastic job.

Hmm, sticking with our sight and our hearing, I wonder if you could choose the adjective which you would like to use for each one.

I've got colourful.

Would I describe that for something I saw, colourful, or something I heard? Can sounds be colourful? And you've got noisy.

Can you see noisy or do you hear something noisy? Howling.

Again, do you see something howling or do you hear something? Hmm.

And finally, bright.

Do you hear something that's bright or do you see something that's bright? Pause the video.

Off you go.

Let's see if you are right.

You would choose to describe something you saw with the word colourful, like colourful flowers or a colourful rainbow.

You might see something that's noisy, but noisy is describing what you can hear.

We heard those noisy birds.

Or you heard a noisy car drive past.

The same with howling.

Something that howls might be a fox, those howling foxes, or something like a wolf or a dog.

A howling dog.

A howling wolf would be the noise that they would make.

And finally, bright is to describe something that you can see.

Bright blue sky, the bright yellow sun or the bright flowers.

Fantastic matching.

I think we're getting the hang of our senses really, really well.

Let's try one more together.

What could you feel? Let me think.

Hmm.

I felt the damp, long grass.

I could feel the wetness on my feet and I could feel the long bristles of the grass rubbing on my leg.

I felt damp, long grass.

Your turn.

I wonder if you could think of two different adjectives to describe a different noun as something that you felt.

So imagine you are there.

What could you feel? I felt, mmm mmm mmm.

Off you go.

Your imagination today is fantastic.

I heard somebody say "I felt prickly, sharp branches." What excellent description.

But I hope they weren't too sharp.

And I hope they didn't hurt you.

I felt prickly, sharp branches.

Well done.

And let's do one more.

What could you taste? Hmm.

Do I want to taste something nice or not so nice.

I tasted tangy, which is like another word for sour, juicy berries.

I tasted tangy, juicy berries.

I picked them from the tree and tasted them.

What else might you be able to taste? Can you choose two adjectives to describe something else that you tasted in the forest? Off you go.

Pause the video.

I can't wait to hear.

Well done.

Somebody tasted refreshing, cold water.

Was that when you were fishing with the bear? I tasted refreshing, cold water.

Well done.

Now I'm going to show you two adjectives.

And I would like you to think which of those adjectives would best match those pictures.

So they're going to be in groups of two together.

Let's have a look.

Refreshing.

Freezing.

Would that be the foxes? Would that be the bear in the water or would that be the branches? Refreshing.

Freezing.

Then we've got howling, playful.

The foxes, the fishing bears or the branches? I don't think the branches are that playful.

And finally sharp, prickly.

Which of those would you describe as sharp, prickly? Can you match the description to the nouns? The person, place, or thing? Pause the video.

Off you go.

Let's see if you're right.

I would describe the water as refreshing and freezing.

Refreshing, freezing water.

Fantastic.

My two adjectives with my noun of water.

Howling, playful foxes.

Well done.

And finally, sharp, prickly branches.

Because you wouldn't say sharp, prickly foxes or sharp, prickly water.

So you need to make sure that the adjectives that you choose make sense to match the noun.

Now, adjectives describe nouns.

For example, our noun here is a bird.

I might describe the bird with two adjectives.

Noisy and chirping.

So they are my adjectives.

And then I need to place, when I use two adjectives, a comma in between.

I have noisy comma chirping birds.

Birds is my noun.

I have then created an expanded noun phrase because I have two adjectives.

So I've stretched it out, I've expanded it, and I have a noun which are being described.

Noisy comma chirping birds.

Then I have my flowers.

Colourful, vibrant flowers.

Okay.

Get your pointing finger on.

Can you point to, not the picture, but I've got my words there.

Colourful, vibrant flowers.

Point to the noun.

Well done if you are pointing to flowers.

My noun is the flowers.

The thing.

Now you might need two fingers.

Can you point to my adjectives? Off you go.

Did you get them? Colourful, vibrant.

Colourful, vibrant flowers.

Now can you point to the comma? Well done.

And the comma is there in between the two adjectives.

If you are using two adjectives to describe a noun, you need to put a comma in between them.

What do you need to put in between two adjectives to describe a noun? A comma.

Well done.

And we have made an expanded noun phrase.

Fantastic.

We are generating adjectives to describe the people, places, and things in the forest.

And these will be expanded noun phrases.

And we're gonna write them together on a senses map.

And I'm gonna show you now some expanded noun phrases about the things I saw, heard, smelt, tasted, and felt.

I am going to start writing my senses map.

I've got my sheets with my five senses ready.

But I'm just going to write the first two with you.

I'm going to write about what I saw and what I heard.

To get ready to write, I'm going to warm up my hands.

I'm going to clench my hands in a fist and push them out.

Oo.

I'm going to clench my hands in a fist and push them out.

Then I'm going to imagine I'm playing the piano.

Then I'm going to do a big stretch.

I'm sitting up straight.

I have my sheet straight and I've got my pen in my hand holding it correctly.

And you will have your pencil.

What did I see in the forest? Hmm.

I saw bright, colourful flowers.

My expanded noun phrase.

'Cause that's all we're writing for now, is bright, colourful flowers.

Repeat it after me.

Bright, colourful flowers.

And what can't I forget? In between my two adjectives, shout it out at me.

A comma, bright comma colourful flowers.

Can you help me stretch and sound out the word bright? Bright.

Buh, rr, I, t.

Bright.

Count the sounds for me.

Buh, rrr, I, t.

Bright.

Off I go, writing really neatly.

Buh, rrr, I, my tri graph, t.

Bright.

Then I need bright, colourful because I've got another adjective coming.

I need a comma.

Bright, colourful.

Now colourful is quite a difficult word to write so I'm going to show you how to spell it.

C O L O U R.

Colour.

And we can sound out the end.

Ff, uh, ll.

Ful.

Bright comma colourful flowers.

That is a word you can help me sound out.

Stretch it for me.

Flowers.

Ff, ll, ow, er, s.

Flowers.

I'm going to count the sounds.

Ff, ll, ow, er, s.

Flowers.

So I've got bright comma colourful.

I need a finger space.

Ff, ll, ow.

Hmm.

Which ow is it? From my reading, I know it's o-w.

Ow.

Er, which er? The er that likes the end.

Ff, ll, ow, er.

Because there's more than one, ss.

Flowers.

I'm going to read it back.

Buh, rrr, I, t, bright, comma, colourful.

Ff, ll, ow, er, s.

Flowers.

Did you notice that I sounded out every word to check? That I sounded out to bright, colourful flowers.

I am happy with that.

Two adjectives with a comma and a noun.

Now let's think about what I heard.

Hmm? I heard noisy, chirping birds.

Can you say that for me? Noisy, chirping birds.

And I need a comma in between my two adjectives, which are noisy and chirping.

Noisy comma chirping birds.

Off I go.

Can you stretch the word noisy for me to help? Noisy.

Nn, oi, zz, ee.

Noisy.

Let's try.

Nn, oi.

I have different ways of spelling oi.

I'm going to use that one.

I think that one's correct from my reading.

Nn, oi, zz.

And I know that with adjectives, the E that comes in the end is often made by a letter Y.

Nn, oi, zz, ee.

Noisy.

Noisy, chirping.

Chirping.

Can you stretch chirping for me? Chirping.

Ch, ir, p, i, ng.

Can you help me write it? Say the sounds.

Ch.

Ir.

This ir likes the middle.

Ch, ir, pp, i, ng.

Noisy, chirping birds.

Can you stretch birds for me? Birds.

Buh, ir, d, s.

Birds.

Buh.

And I need the same ir.

D, s.

Birds.

Buh, ir, d, s.

Birds.

Noisy, chirping birds.

Two adjectives and a noun.

Have I got everything? What have I forgotten? Shout it out at me.

I've forgotten my comma.

Does my comma go after chirping? No.

It goes in between my two adjectives.

Noisy comma chirping birds.

Fantastic.

Nn, oi, z, ee, comma ch, ir, p, i, ng, chirping.

Buh, ir, d, s.

Birds.

Noisy, chirping birds.

Fantastic.

I'm going to carry on on my own now whilst you get on with yours.

I'm going to think about what I smelled, what I tasted, and what I felt as well.

I can't wait to see your expanded noun phrases.

Now it's your turn.

You are gonna complete the senses map with expanded noun phrases.

You might want to use some examples that I gave or you might want to choose your own.

Remember, an expanded noun phrase for now needs two adjectives and a noun.

And in between your two adjectives, you need a comma.

Pause the video.

Off you go.

Wow.

Well done.

Did you manage to think of an expanded noun phrase for every sense? Fantastic.

I would like you to make sure that you've got your two adjectives with a comma in between and you have a noun for every one.

Can you double check? Then can you give me a thumbs up? An amazing job.

Well done.

Now we'll move on to our next part of the lesson.

We're going to use our expanded noun phrases to write descriptive sentences about the setting.

Okay, so remember a sentence is one idea that makes complete sense.

So it's not thinking of lots and lots and lots and lots of ideas.

It's one idea and it has to make sense.

So I want to write a sentence about the foxes using my senses.

Hmm.

Let me show you my sentence.

I heard, howling playful foxes.

Sentences always start with a capital letter and they mostly end with a full stop.

Because I've included an expanded noun phrase, howling, playful foxes, I need a comma in between my two adjectives.

Let's try another one.

The bear.

Ooh.

I saw furry, friendly bears.

Can you read it with me this time? I saw furry, friendly bears.

And my sentence is starting with a capital letter and it's ending with a full stop.

Fantastic.

And I have my comma in between my two adjectives, furry, friendly, because they are adjectives describing my noun, making an expanded noun phrase.

We are going to have a go at writing two simple sentences about what you saw and heard.

Now it is time for me to write my two simple sentences about what I saw and what I heard.

I have my success criteria stuck in front of me so I can remember to use a capital letter and a full stop and to use two adjectives with a comma.

I'm going to use my senses map to pinch my expanded noun phrases.

Okay, I'm going to say my sentence out loud and then I would like you to repeat it.

I saw bright, colourful flowers.

Your turn.

I saw bright, colourful flowers.

Now to help me write, I'm going to add my punctuation.

Capital letter.

I saw bright comma colourful flowers.

Full stop.

Your turn.

Capital letter.

I saw bright comma colourful flowers.

Full stop.

Okay, I'm going to put my senses map in front of me so I can see, and I'm going to start here at the start of my line with capital letter I.

I.

Then I need a finger space.

Saw.

Ss, aw, saw.

Ss, aw.

I saw.

What did I see? Let me get my senses map to check.

Bright, colourful flowers.

And because we've done all of the work on our senses map, I can just copy that out.

Buh, rr, I, t.

Bright, comma, colourful flowers.

Ff, ll, ow, er, s.

Flowers.

What do I need? I saw bright comma colourful flowers.

At the end of my sentence, I need a full stop.

Okay, now I'm going to have a go at my second sentence about what I heard.

So far I have used a capital letter and I have used a full stop.

I have also used two adjectives with a comma.

Now let's think about what I heard.

Let's go back to my senses map.

Can you repeat after me? I heard noisy, chirping birds.

Your turn.

I heard noisy, chirping birds.

When you are writing your sentences, you might want to say it in lots of different ways to help you remember.

Now with the punctuation.

Capital letter.

I heard noisy comma chirping birds.

Full stop.

Your turn.

Capital letter.

I heard noisy comma chirping birds.

Full stop.

Off I go.

I'm going to miss a line and start a new one.

I don't always need to start a new one after a sentence but I've ran outta space.

I heard.

Now the er spelling in heard is quite rare so it might be on your board from your teacher to help you.

H, er, d.

Heard.

I heard noisy, chirping birds.

And I can copy my expanded noun phrase.

N, oi, z, ee comma, ch, ir, p, i, ng, chirping birds.

Buh, ir, d, s.

Birds.

I heard noisy comma chirping birds.

I finished my sentence.

Full stop.

Let's check my success criteria.

Have I used a capital letter and a full stop in the right place? I have there and I have there.

I'm going to give it a tick.

Have I used two adjectives with a comma? Bright, colourful flowers with a comma, noisy and chirping with a comma.

I have done both of those two times.

Now it's going to be your turn.

Now you've seen me write my sentences and helped me.

You are going to have a go at writing your sentences.

So you are going to write two simple sentences about what you saw and heard.

You're going to use your senses map to take, to pinch your expanded noun phrases and you're going to check off your success criteria.

Remember to practise your sentence out loud before you start.

Two sentences.

Pause the video now.

Off you go.

Well done.

I have seen some amazing sentences.

Here's one that I saw.

I saw colourful, vibrant flowers.

Hmm, let's check.

I've got my success criteria.

I have used a capital letter and a full stop.

There's my capital letter and there's my full stop.

Tick.

I have used two adjectives with a comma.

I saw colourful, vibrant flowers.

Colourful and vibrant are my adjectives.

But what have I forgotten? I've forgotten my comma.

I need to add it in.

Now I can tick that off.

I have met my success criteria.

Thank you so much.

Now we have written our two simple sentences.

We are going to try something challenging.

We are going to join our two simple sentences together to make one sentence.

And we are going to use a joining word and that joining word is and.

What is it? And.

Because and can join our two simple sentences together.

And only joins our two simple sentences together when they are both balanced out and have the same meaning for our understanding.

Let's have a try.

So here are my two ideas.

I heard, noisy chirping birds.

Full stop.

One sentence.

I saw colourful, vibrant flowers everywhere.

Two sentences, but I want to add and.

Okay, I want to join those ideas together to make one sentence.

Let me look where my first sentence finishes.

I heard noisy, chirping birds.

I'm gonna take out that full stop and I'm gonna add and.

I heard noisy, chirping birds and I saw colourful, vibrant flowers everywhere.

You can see where I have joined the sentences together with the word and.

I heard, can you read it with me? I heard noisy, chirping birds and I saw colourful, vibrant flowers everywhere.

Full stop.

I can't forget that full stop.

Even though now I've joined my two sentences together, you'll see that the full stop has gone after my first sentence and I have added and.

Now we are going to have a go at using and to join our simple sentences together.

I'm going to show you first.

Are you ready to help me with the next part of the lesson? So far we have written two simple sentences.

Let's read them.

I saw bright, colourful flowers.

Full stop.

I heard noisy, chirping birds.

Full stop.

Now we need to add and to join our two ideas together to make one sentence.

So I only want one full stop at the end and I need to swap this full stop for a joining word, which is and.

I've already had a go at that down here.

I saw bright, colourful flowers.

My full stop has gone.

And, now I need to say I heard noisy, chirping birds.

Now, normally if we don't have our full stop and we add and we wouldn't need a capital letter to follow, but we know that I always starts with a capital letter.

So I'm going to write, I heard noisy, chirping birds with all of my punctuation.

I heard, remember that difficult er spelling, Noisy.

I'm copying really carefully so I get the correct spelling.

Chirping.

Oh no, I'm running out of space.

So I'm going to start a new line.

Birds.

Let's read it back.

I saw bright, colourful flowers and I heard noisy, chirping birds.

My two ideas have been joined.

So what do I need at the end? A full stop.

Wow, what a long sentence.

Let's check.

Have I used a capital letter and a full stop? There's my capital letter to start my sentence and there's my full stop to end it.

Yes, I have.

Have I used two adjectives with a comma? Bright comma colourful, noisy comma chirping.

And I remembered my commas both times.

I have joined two ideas using and.

I saw bright, colourful flowers and I heard noisy, chirping birds.

Yes, I have.

Thank you so much for helping me.

And now it's your turn.

Now you've helped me.

You are going to have a go on your own.

You are going to use and to join your two simple sentences together to make one sentence.

So make sure you have used a capital letter and a full stop.

Make sure you've used two adjectives with a comma to describe your nouns.

And make sure you have joined two ideas together using and.

You swapped out that first full stop for an and.

Okay, pause the video.

Off you go.

Oh my goodness.

That was fantastic.

What an amazing job you did.

Now we need to use our success criteria to make sure that we've included everything we needed.

Here's my sentence and I was wondering if you could help me check.

I'm going to read it.

I ate tangy, juicy berries and I felt damp, long grass.

Hmm, have I got a capital letter and a full stop in the right place? My capital letter is at the start of my sentence and my full stop is at the end.

Yes.

Have I used two adjectives with a comma? Tangy comma juicy.

I've also got it there too.

Damp comma long.

I've definitely met that one.

Then finally, I have joined two ideas using and.

Let me check, have I done it correctly? I ate tangy, juicy berries.

That's my first idea.

And I felt damp, long grass.

I did.

I managed to join my two ideas together.

Can you now check your sentence with your success criteria? Off you go.

Well done.

What an amazing job.

We have been very busy today with our writing to describe the setting.

We have explored the forest and used senses to describe the setting.

We've used two adjectives and an expanded noun phrase like noisy, chirping birds.

And we've joined two simple sentences together with the joining word and.

For example, I ate tangy, juicy berries and I felt damp, long grass.

Wow.

What an amazing job.

And so much beautiful writing.

You should be very proud of yourselves today.

Well done everybody, and I'll see you next time.

Bye.