Lesson video

Hello, I'm Miss Corbett, and welcome to another English lesson.

Today I'm really, really excited because as well as reading stories, one of my favourite things to do with stories is act out, thinking from the character's point of view or perspective.

And that's just what we're going to be doing today.

Today's lesson title is "Thinking from the Girl's Perspective in the story 'Wild.

'" For today's lesson, all you will need is your listening ears, your looking eyes, your thinking brains, your acting voices, and you'll need someone nearby to talk to.

If you're at home, that might be someone in your family.

If you are at school, that might be the person sitting next to you or the person your teacher has asked you to speak with.

By the end of today's lesson, you will be able to retell the story "Wild" from the girl's perspective, imagining you are the girl.

Here are our key words for today.

These are our words which you'll be using again and again throughout the lesson.

Some of these have been keywords previously in our unit of "Wild" and some of them are new, so don't worry if you aren't sure what they mean just yet.

I'm going to say it and I'd like you to say it back.

Are you ready? Off we go.

Character.

Character.

Now remember, character is who is in the story, either a person or an animal.

Are you ready for the next one? Emotions.

Emotions.

Remember, that's how we feel.

Perspective.

Perspective.

That's going to be our focus word today which we're going to be learning about.

And finally, expression.

Expression.

Let's say them nice and quickly altogether.

My turn first, then your turn.

Character.

Emotion.

Perspective.

Expression.

Fantastic, let's get started.

Today's first part of our lesson is all about expressing, which means showing, emotions.

Firstly, we're going to reread the story, focusing on the emotions of the little girl.

I'm going to read the story and I want you to be listening out for my use of voice, how I am speaking.

Am I saying some bits louder or quieter? Am I saying some bits quicker or slower or higher or lower to try and tell the story and what we are talking about? I also want you to look out for my facial expressions.

I'll be trying to show how the characters are feeling or how I'm feeling about the story using my face.

I might also use some body movements to show an action or how someone might be feeling too.

Let's read the story "Wild." Remember, you're looking out for my use of voice and my facial expressions.

"Wild" by Emily Hughes: No one remembered how she came to the woods, but all knew it was right.

The whole forest took her as their own.

Bird taught her how to speak, "kraw, kraw." Bear taught her how to eat.

And fox taught her how to play.

And she understood and she was happy.

One day, she met some new animals in the forest.

They found her strange and she found them strange too.

"They did everything wrong!" They spoke wrong.

They played wrong.

And she did not understand, and she was not happy.

"Enough was enough!" (Miss Corbett grunts) Everyone remembers how she left, and all knew it was right.

Because you cannot tame something so happily wild.

The end.

Now we've read the story, let's zoom in on some parts of how characters might have been feeling, and we can see this using the illustrations from the book.

Here is when the strange animal, the woman, can see the little girl eating at the table for the first time.

I know she's feeling shocked.

I know she's feeling shocked because her mouth is down, her eyebrows are furrowed, her arms and shoulders are tensed, and her eyes are looking in a concerned way towards the girl.

Do you think you could show me another way of showing a shocked face? Off you go.

(gasps) Fantastic.

Some very shocked, surprised faces.

Let's have a look at another part of the story.

(gasps) This is really zoomed in.

This is when the strange animals have taken the little girl away and their pet dog is in the back of the truck.

I think the dog looks upset.

I can see this because their head is down, their mouth is low, their eyes look really sad and maybe like they might have some tears in them, and their eyebrows are low as well.

Do you think you could show me an upset face? (gasps) Oh no, I'm so sorry to hear you're upset.

I hope you feel better soon.

And let's have a look at one more.

Here is the very start of the story where the little girl came into the forest for the first time.

I think she's feeling content.

I know she's feeling content because her eyes are closed.

Her body is flat and relaxed.

Her mouth is smiling, so she's feeling content.

Can you show me a content face? (gasps) Oh, that's so much better than shocked and upset.

Fantastic expression.

Okay, what we are going to do now is something quite exciting.

We are going to do a task called Freeze-Frame.

When I say freeze-frame, you need to freeze in that expression.

You need to show me on your face and you need to show me with your body.

Now, you are not you anymore.

You are the little girl.

I'm going to show you an example first.

I am the little girl.

It is the start of the story and I am safe in the forest.

Then I'm going to freeze-frame.

Freeze-frame.

I'm going to describe how I was looking.

I look content.

Can you say that back? I look calm.

I look peaceful.

Fantastic, and thank you for repeating it.

Now it is your turn.

You are the little girl.

You are in the water catching fish with the bear.

Are you ready? Freeze-frame.

(Miss Corbett gasps) I can see some fantastic expression.

I'm going to say how I think you're feeling and you're going to say it back with I.

You look excited! I look excited! Next time on your own.

You look surprised! You look energised! (gasps) What an amazing job.

Okay, it is my turn again.

I am the little girl.

I notice the adults for the first time.

Freeze-frame.

Okay, can you repeat back? I look confused.

I look frustrated.

I look afraid.

Fantastic.

Let's see which part of the story you have.

You are the little girl.

Your feelings have got stronger and stronger after being in the house.

Have a look and have a think.

What are you going to do? Freeze-frame.

(shrieks) Oh no! I'm going to say how you're feeling.

Oh my goodness, I can see such expressions.

And then you are going to say it back, saying, "I look." You look furious! You look livid! You look fuming! Fantastic.

Okay, stop looking furious now.

I'm back to being content.

Fantastic, let's carry on.

So we know that we are expressing emotions.

Here, if I'm thinking from the girl's perspective, which means how she's feeling, imagining that we are her, she would say, "I was confused." We want to know why she feels confused.

I was confused because I saw the strange animals.

We use the word because to explain why.

We build on our idea using because.

Confused means you're unsure about something.

Here are some other examples of when you might use the word confused.

I was confused because I was lost.

I was confused because the puzzle pieces didn't fit together.

I was confused because I couldn't remember where I'd put my toy.

So they're all different ways that you might feel confused and different reasons for feeling confused.

Now I want you to think about the word furious.

Remember, furious is not just a little bit angry but very, very, very angry.

You're feeling furious.

Which one of these sentences uses the adjective furious correctly? Once I've read them all, I want you to point to the one which uses it correctly.

I was furious because I was given a delicious, creamy ice cream.

I was furious because my favourite toy was stolen.

I was furious because the bus was one minute late.

Which sentence uses the adjective furious correctly? Can you get your pointing finger and point to it? Off you go.

I'm going to give you five seconds.

Well done if you are pointing to sentence B.

The first sentence, I was furious because I was giving a delicious, creamy ice cream, if you think something's delicious, I'd be quite happy about that.

I wouldn't be furious.

I was furious because my favourite toy was stolen, so your most favourite thing was taken away from you.

I think that would be a fair enough reason to be furious.

Now, the final one was a bit of a trick.

You might be a bit frustrated or a little bit annoyed if your bus was late, but if it's only one minute late, I don't think you'd quite be furious where your feelings are really, really strong.

So the correct answer was B.

Well done.

Okay, we are going to go back to freeze-framing.

So can you get your face ready? Can you get your hands ready? Can you get your shoulders ready? My turn first.

Are you ready? I am the little girl.

I'm eating at a table for the first time.

I'm going to freeze-frame.

I've taken all of my food.

I'm gnawing at it.

Let me see.

Can you repeat my sentence? I look wild! I look starving! I look angry! I'm angry because this isn't the food that I'm used to.

Let's try them one more time.

I look wild! I look starving! I look angry! Fantastic.

Let's see which one you are going to get.

You are the little girl.

You are back with your friends in the forest.

Show me how you're feeling by freeze-frame.

Let me see if I can describe how I think you're feeling.

You look free, repeat.

You look accepted.

You look joyful.

(gasps) What a nice one to finish on.

Fantastic.

Okay, what you're going to do now is do just what we did with two different parts of the story.

The first person in your pair is going to choose one picture and act out the event using facial expressions and you might use body movements as well.

Your partner is going to watch really carefully and choose two adjectives to describe how you're looking.

So you might choose the first picture, you freeze-frame, and your partner says, "You look mm and mm." Then you swap over with the different picture.

I can't wait to see your fantastic acting and hear your adjectives.

Pause the video now, off you go.

Oh my goodness.

I thought we had all of the girls, the little girls from our story in the room with us.

You acted that out so brilliantly.

You might've said, "You look excited." For this picture, you might have said, "You look frustrated." I saw some fantastic expression.

I wonder, though, did your partner label your expression correctly? What a fantastic job.

Well done.

We are now going to move on to the second part of our lesson.

We have been practising expressing our emotions, so now we can retell the story from the girl's perspective.

We are going to be imagining you are the girl.

So you're no longer you anymore, you are the girl, and you're going to be talking about the girl as if you are her.

This means you are thinking from her perspective.

Perspective.

Fantastic.

When you are doing that then, you are going to be using the words, not she or the girl or her, you are going to be using words like I, me, my, and mine.

I'm going to say them altogether, then I want you to say them.

I, me, my, mine.

I, me, my, mine.

Fantastic.

They're the words we're going to be using.

So I'm going to ask you some questions about the story.

I'm going to give you a little bit of time to tell your partner, and then I'm going to share the answer.

You're not going to use the girl or she, you are going to use I, me, my, and mine to help you answer the questions in full sentences.

Are you ready? Off we go.

You are the little girl.

What did the fox teach you to do? The fox taught me to.

Tell the person.

Well done.

The fox taught me to play.

Your turn.

Well done if you remember to use me and speak in a full sentence.

Let's try the next one.

You are the little girl.

Who took you away from the forest? The mm took me away from the forest.

Can you complete that sentence with your partner and I'm going to count down.

Off you go.

Well done.

The strange animals took me away from the forest.

Fantastic.

Okay, I would like you now to choose one adjective to describe how you felt when the strange animals took you away.

Did you feel frustrated? Did you feel delighted? Or did you feel calm? Get your pointing finger ready and point to the word how you felt when a strange animals took you away.

Off you go.

Well done if you have pointed to the word frustrated.

You weren't delighted because that means you were really happy about it, and you definitely weren't happy, and you weren't calm and relaxed about it either.

You were frustrated.

Really well done.

Okay, another question for you.

Imagine you are the little girl.

What did the strange animals try to teach you? Remember, the strange animals try to teach you three different things.

So I want to hear, "The strange animals taught me how to mm, mm, and mm." I'm going to give you a bit longer.

I'm going to count down from 10.

The strange animals taught me how to.

Off you go.

Let's see if you remembered them all.

The strange animals taught me how to speak, eat, and play, but everything was wrong.

Well done.

You are the little girl.

You were hiding under the bed.

Why? I was hiding under the bed because.

Can you share your answer? Off you go.

Well done.

I was hiding under the bed because I was lost, lonely, and missed my animal friends.

Fantastic thinking from the girl's perspective.

Hmm, I have a true or false question for you now.

Is it true? You could show me a thumbs up.

Is it false? You could show me a thumbs down.

True or false? You liked living with the strange animals.

Hmm, did you like living with the strange animals? True or false? Thumbs up or thumbs down, get ready to show me.

Definitely false.

You did not like living with the strange animals.

You much preferred living in the forest.

You have managed to imagine you are the girl from the girl's perspective so brilliantly.

Now I think we're ready to tell the story from the girl's perspective.

Remember, the words we're going to use are I, me, my and mine, which you've just been practising so well.

Let's have a look at an example because so far in our retelling, we've been talking about the girl rather than imagining we are the girl.

First, the little girl lived in a magical, enchanted forest and she lived there with her furry, friendly friends.

I'm going to change that imagining I am the girl.

First, I lived in a magical, enchanted forest and I lived there with my furry, friendly friends.

Let's have a look at another example.

They taught her how to eat, the fox taught her how to play, and the birds taught her how to speak.

That's talking about her.

Let's try and put it into the girl's perspective.

The bear taught me how to eat, the fox taught me how to play, and the bird taught me how to speak.

So let's see whether we're ready to retell.

There is one word which you would not use if you are writing or speaking from the girl's perspective.

I have got three words here: I, she, and my.

Which one would you not use if you are imagining you are the girl, I, she, or my? Can you get your pointing finger and point to the word? Off you go.

Well done if you are pointing to she, 'cause if we use she, we would be talking about her.

We would use I, me, my, or my.

Fantastic, I think we're ready to retell.

I'm going to go first.

I'm going to retell the story from the girl's perspective.

Off I go.

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

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 how to eat, speak, and play but they did everything wrong.

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 I destroyed the spooky plain house.

I rode back to my home calmly on the friendly, speedy dog.

And finally, I was back home in my wild, safe forest and I felt accepted.

Okay, now it is your turn to tell the story from the girl's perspective with your person nearby.

We are going to try and use our sequencing language to tell the story and talking from the girl's perspective.

Listen carefully to your partner and make sure they are using I, me, my, and mine.

If they make a magical mistake and say she or her, that's okay, but you can correct them.

You are going to take it in turns to read the story.

Off you go.

Pause the video.

What a fantastic retelling.

I wonder, did you and your.

Today we have been thinking from the girl's perspective in the story "Wild." We have used the words I, me, my, and mine to retell the story and imagine we are the little girl.

We have been thinking from the girl's perspective.

Remember, thinking from someone else's perspective is imagining how they might feel, why they might do certain things, and what they like and dislike.

I have loved doing another lesson with you today, and I really hope to see you again soon.

Thank you.

Bye.