Lesson video

Hello, I'm Ms. Corbett, and welcome back to another English lesson in our unit, "Wild".

Today is a very exciting lesson, because we are going to be getting ready to write a story by planning.

So our lesson title today is Sequencing and Making a Story Mountain for "Wild", which will help us write our story in the next lesson.

So by the end of this lesson, you will have created your own story mountain to retell a story all on your own.

For this lesson, as always, you will need your listening ears, your looking eyes, and your thinking brains.

You'll also need somebody to talk to.

So, remember, if you're at school, your teacher will tell you who to speak to, and if you are at home, can you find someone nearby to talk to? Or you can talk to me.

As well as that, for this lesson, it would be great if you could have the worksheet that goes with this lesson and something to write with.

If you need to get any of those things now, you could pause the video, but let's get started.

Here are our keywords for the lesson.

Remember, our keywords are going to help us get through our lesson and meet our outcome successfully.

So let's get started.

My turn and then your turn.

Story mountain.

Story mountain.

Fantastic.

And you're going to see a story mountain really soon.

Plot.

Plot.

Remember, a plot is what happens in a story.

Events.

Events.

The events are what make up the plot, the things that happen in the story.

And finally, sequence.

Sequence.

Sequencing is so important when story planning and writing, because sequencing means putting those events of the plot into an order.

Let's go again a bit quicker.

Story mountain.

Amazing.

Plot.

Events.

Sequence.

Fantastic, well done.

Here is our first part of the lesson, sequencing the events.

I am going to retell the story now using the main events, and imagining I'm the little girl.

Remember, last lesson, we focused on thinking from the girl's perspective, which means imagining we are no longer ourselves, but we are the little girl.

So I will be using words such as I, me, and my.

Let's get started.

Make sure you're listening.

"First, I lived in a magical enchanted forest, and I felt content.

The furry, friendly bear taught me how to eat from the freezing cold water.

The noisy chirping birds taught me how to speak.

And the howling playful foxes taught me how to play.

Suddenly, I heard a rattling, noisy car, and two strange different animals took me away.

Where were we going? Then, they tried to teach me to eat, speak, and play.

I felt frustrated and confused.

After that, I raced upstairs to hide under my lumpy, wooden bed.

I was feeling lonely and lost.

Suddenly, enough was enough, I felt furious and enraged, and I destroyed the spooky, plain house.

I rode back to my home calmly on a friendly Phoebe dog.

Finally, I was back home in my wild, safe forest, and I felt accepted." And there is our story.

Sequencing means placing the events in order, and you'll notice I just read the story in order using those images.

Now, here are some parts of the story that I need to put in the correct order.

It's a little bit more difficult this time, because there are some other events that happen in between, but we just need to think when these events happen in the story and which one comes first, which one is after that, and which one is the final one.

Let me show you.

The first event to happen is the girl being born into the forest.

Other things do happen in between, but suddenly she's taken away by two strange animals.

Then, they try to teach her how to eat, speak, and play, so you can see that those events are in the correct order.

I'm going to give you 10 seconds to see if you could put these three events into the correct order.

Remember, I might be trying to trick you out, because there might be other things that happen in between, but it's about putting them into order.

I'm counting down from 10, off you go.

Five.

Well done, amazing.

Let's see if you are right.

"After that, she raced upstairs to her bed, feeling very lost and alone.

Suddenly, enough was enough, and she was furious and enraged.

And finally she managed to return to her safe wild home." Well done putting all of those events in order.

Now it's your turn to have another go.

Remember, I'm trying to trick you a little bit, 'cause there are other events that happen in between, but just think, "Where do I see this part of the story? "How can I make it make sense?" Put these three events in the story in the correct sequence.

Pause the video.

Off you go.

Let's see if you are right.

Can you give me a drum roll, please? Well done.

So in these three parts of the story, the first thing to happen is that she's taken away.

The next thing that would happen just out of these three images is that she's hiding in her bed.

And then finally, she ends up home.

Well done.

I thought I'd be able to trick you with that, but I didn't, that was fantastic sequencing.

I think you're ready to start with our story mountain.

Here you can see the main events of the story, and they are in a mountain shape.

The first event of the story is at the bottom, then we climb up to the top, for the middle, and then we make our way down for the end.

Hmm, I put these in order for you, but now you're going to have a go at putting those main events in the story into a story mountain yourself.

We've read this story lots and lots now, and gone through those images so many times, so I think you're going to do an amazing job.

You're going to have a go now at sequencing the main events of the story into a story mountain.

You can use your worksheet if you have it, and you can cut out the illustrations, and stick them into the correct place.

Pause the video, and off you go.

Wow, those story mountains are looking fantastic, and in the correct sequence so the plot makes sense.

Have you sequenced your main event of the story? Yes, you have.

Very well done.

Let's move on to our next part of the lesson, which is adding sequencing words.

Sequencing vocabulary tells the reader when the event happened.

For example, first, suddenly, then, after that, suddenly again, and finally.

You might have other words such as next as well.

Sequencing words often start the sentence to sequence the event, so we know what's going to happen and when it happened.

When these sequencing words start a sentence, we call them fronted adverbials, because they are adverbs that come at the front of the sentence.

So you can see our word first has a capital letter, and that's because it's starting our sentence.

You can also see it has a comma, because that's what a fronted adverbial means, a comma after it.

Now, not all of our sentences need a sequencing word or a fronted adverbial, but when we are writing stories, storytellers like to use them so the reader knows exactly what's going to happen.

We are not going to use a sequencing word to talk about the animal friends, but we are going to introduce the word suddenly to show that something sudden has happened, and quite out of the blue or exciting.

Not very exciting for our girl.

We might use then, after that, suddenly again when something sudden happens.

And then our final event in the story, we always want to use finally to show it's the last thing that happens.

Well done.

We've had lots of practise of using those words when we've been retelling the story so far.

Now, you're going to have a go at matching the sequencing word to the picture.

I have got first, suddenly, and finally.

Think about the thing that happens first.

Think about an event that happens suddenly that might shock the little girl, and think about the event that happens towards the end, finally.

Pause the video.

Off you go.

Well done, let's see if you're right.

So the first thing to happen was the little girl being born into the magical forest.

The thing that happened suddenly was the girl being taken away.

You wouldn't use, "Suddenly, a little girl was born," or, "Suddenly, a girl happily rolled home".

You would say, "Suddenly, two strange different animals took her away," to show shock.

And, finally, she escaped and rode home back to her forest.

Well done if you managed to match those sequencing words correctly.

You are now going to get your same story mountain, and you're going to add a sequencing word to those illustrations.

Now, I have got a word bank on your worksheet to help you, and you can choose a sequencing word to help you.

Remember, we don't want a story, a sequencing word for every single part, so we're going to not use one when we're talking about her animal friend.

Pause the video, and off you go.

I am ready to add the sequencing vocabulary to my story mountain.

To help me, I have got a word bank of all of the sequencing words that I could use.

They all start with a capital letter, because they'll be starting our sentence.

And because they're a type of fronted adverbial, they also have a comma.

So I need to remember that when I'm writing.

Now, let me see which one I'm going to choose for the first picture, the first event that happened in the story.

I'm going to look for the word first.

There it is, the first one I see.

And I'm just going to copy that really neatly, but I could also sound it out.

F, U, S, T, first.

I'm going to put a comma.

Now, remember, not all of our events in the story need to start with this sequencing language.

Describing what the animals taught the little girl to do doesn't need a sequencing word, so I'm going to move on to the next one.

I'm going to use the word.

This event here is something that happens all of a sudden.

So I'm going to search on my word bank for the word suddenly.

An easy way to search on my word bank is look for S for suddenly.

S, suddenly, let me check.

S, U, D, U, N, L, Y, suddenly.

I'm going to copy that here at this event here, because the event happens all of a sudden, suddenly.

And I can't forget my comma.

That will help me when I'm writing my story to remember how my sentence starts.

I'm going to look here for the word then.

"Then, they try to teach me how to eat, speak, and play." I'm looking for a th.

Do you think you could help me find it? (gasps) There it is.

Let's check.

Th, E, N, then.

Let's write it really neatly, th, E, N, then.

And I can't forget my comma.

Oh, I've used first, I've used suddenly, I've used then.

Hm, it's not a sudden, it doesn't happen all of a sudden.

And it's not finally, so I could use after that or next.

I think I'm going to use after that.

So I need a capital A, A, F, T, er, and then that is another word.

So I need a finger space th, A, T, that.

Comma after that.

Okay, I'm doing really well with all of my sequencing words.

Now this is where she all of a sudden, her anger becomes too much and she destroys the house.

I think we should use suddenly again.

So I'm going to copy that again.

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

Suddenly.

Can't forget my comma.

Well done.

Then I have one more event in the story.

It is the final event to happen.

So I've got first, then, after that, suddenly, finally.

I'm going to use the word finally to show it's the final thing that happens in the story.

Capital F, I, N, A, L, Y.

Finally.

And I can't forget my comma.

I have added a sequencing word to all of the events in my story, so we know it's in the correct order.

Now it's your turn.

Well done.

Did you manage to add a sequencing word to most of your pictures? I wonder if you managed to remember the capital letter and the comma after each one, because they're coming at the start of a sentence and they're fronted adverbials.

Well done, you did.

Fantastic.

Now we're moving on to our final part of the lesson.

So, so far, we've made sure our events of the story are in order.

We've added our sequence in vocabulary and now we're going to add descriptive language.

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

So for example, here are some adjectives to describe the little girl at the start of the story.

Remember, adjectives are describing the noun, which is the little girl in this case.

Peaceful, content, calm, and accepted.

But here, afraid, lost, lonely, and worried.

We can also use adjectives to describe the setting as well as other characters.

So rather than thinking about the girl here, we can now think about the setting, the forest.

And you'll notice here that I'm going to use two adjectives to describe the forest and parts of the forest.

When I use two adjectives, two or more adjectives, to describe something, to describe a noun, we would call this an expanded noun phrase.

So I need to put a comma between the two adjectives.

For example, vibrant, comma, colourful flowers.

Prickly, comma, sharp branches.

Long, comma, damp grass.

Tangy, comma, juicy berries.

I could also use objectives to describe other characters and also where they are.

For example, noisy, comma, chirping.

Who is that? Birds.

Well done.

Furry, comma, friendly bears, fantastic.

And let's see if you can get this one.

This isn't about a character, but about part of the setting.

Refreshing, comma, cold water, well done.

Howling, comma, playful foxes, fantastic.

Now you are going to try and complete these sentences by adding two adjectives to describe each noun.

When I'm reading the sentence aloud, I'm also going to add in my punctuation.

So I remember when I'm writing.

Capital letter.

First, comma, I lived in a M, comma, M forest.

Full stop, capital letter.

I saw, M, comma, M flowers, and I ate M, comma, M berries.

Full stop.

So you need to complete the sentences by saying two adjectives to describe the forest, two adjectives to describe the flowers, and two adjectives to describe the berries.

Pause the video, and off you go.

Well done.

Here's an example that I heard.

I'm going to show you with my punctuation.

Capital letter.

First, comma, I lived in a magical, comma, enchanted forest.

Full stop.

Capital letter.

I saw colourful, comma, vibrant flowers, and I ate juicy, comma, tiny berries.

Full stop.

I love your adjectives that you added to make my sentences so much more descriptive and not so boring.

Well done.

I'm getting ready to add my descriptive language to my story mountain.

I need to use my neatest handwriting, so I can read it back when I come to write my story.

So I'm sitting up straight with my feet on the floor, ready to write, holding my pencil correctly.

Make sure you've got your pencil ready.

Now, we've done lots about descriptive language and making some expanded noun phrases where we have two adjectives describing a noun.

I've actually got with me my senses map that we wrote and I could maybe pinch some of these ideas, because they're all descriptive ways to describe what happens in the story, especially about the forest.

So I might use that to help me.

I think I might use the words bright, comma, colourful to describe the forest.

So for the first one, that's what I'm going to do.

I can sound out bright and then I'm going to copy colourful.

Could you stretch the word bright for me? Bright, B, R, I, T, bright.

Could you say that again for me to help me? B, R, I my trigraph, T, bright.

Then I need comma, colourful, because I'll be describing the flowers in the forest.

Colourful.

So I'm going to remember that when I'm writing my first sentence, first, I lived in a bright, comma, colourful forest.

So I can use that to help me write my story later.

Hmm.

I could next describe one of my animals.

Each of these animals when we're writing is going to have an expanded noun phrase with it to describe the bear, the bird, and the fox.

For my story mountain, I'm just going to add one.

Which one should I choose? I think howling, playful foxes.

Could you sound out howling for me? H, ow, L, I, N, howling.

Comma, playful.

Playful.

Ooh, that's got two syllables.

Could you sound out play for me first? P, L, A.

And I know that A likes the end of the root word, play.

Playful.

Could you sound out ful, thank you so much for helping me.

F, U, L, full.

Howling, playful foxes.

(gasps) So I'll remember when I'm writing, that when I'm writing about these, I need to remember to describe each animal.

"Suddenly the noisy, rattling car appeared and two strange, different animals took me away." So I could either add noisy or rattling or strange and different.

I think I'm going to add noisy, comma, rattling.

Could you stretch noisy for me? Noisy.

N, oi, Z, E.

Noisy.

Let's sound that out together as I write it.

I love how much you are helping me.

N, oi, I think it's O-I.

Z, E.

My letter Y often ends as an E sound, is what's making the E sound at the end of my adjectives.

Noisy, rattling.

Rattling.

Could you sound that out for me? R, A, T, L, I, N, rattling.

Noisy, rattling car.

(gasps) What have I forgotten? A comma.

I'm going to add my comma in on all of mine, so it makes it easier when I come to write later.

Thank you so much for helping me with the first three pictures.

You're going to try and think of a descriptive language for each one of these.

I can't wait to see your amazing writing.

Off you go.

Now we are going to have a go at writing descriptive adjectives for each illustration.

You've seen me have a go, so now you're going to have a go.

So what you're going to do is try and choose two adjectives that you could use to describe either the setting in that part of the story or the characters.

Remember, if you're using two adjectives before your noun, you're going to add a comma.

Then you're going to use your story mountain to retell the whole story, because you'll have it in sequence.

You'll have your sequencing words and you'll have your description.

Pause the video, and off you go.

Fantastic.

Did you manage to add descriptive language to your story mountain? Wow.

Yes, you did.

Well done.

And that brings us to the end of our lesson.

You have sequenced the main events of the story in the correct order.

You've also added front time adverbials to your story mountain.

And you've added descriptive language to your story mountain too.

Well done, and I'll see you next time to start writing our story.

Bye!.