Lesson video

Hello, and welcome back to another English lesson in our unit, "Wild." Today is a very exciting day, 'cause we are going to be starting to write our own version of the story.

We will be writing to introduce the characters and the settings in the story "Wild." So by the end of this lesson, you'll have written the beginning of the story from the girl's perspective, imagining we are her.

Now, for this lesson, as always, you'll need your listening ears, your looking eyes, and your thinking brain.

You'll also need to do something to warm up your hands, 'cause you're going to be doing lots of amazing writing.

As well as that, you'll need somebody to talk to, and you will need something to write on.

Hopefully you'll have paper that has lines so you can write neatly with a pencil.

So I'd like you to pause the video, do a quick warmup with your hands, and make sure you have all of those things.

Off you go.

Are you ready? Fantastic.

Let's get started with our keywords, which will help us know where we are going in the lesson.

The first word is, my turn, your turn, beginning.

We will be writing the beginning of the story.

Beginning.

The next one, character.

Character, who in the story.

Setting.

Setting, where the story takes place.

Plot.

Plot, what happened in the story.

And finally, perspective.

Perspective.

Now, remember, perspective means you are not imagining that you are thinking from yourself anymore, but you are thinking about from somebody else.

So you are going to imagine that you are thinking from the perspective of the little girl.

Well done.

Let's go one more time, a bit quicker.

Beginning.

Character.

Setting.

Plot.

Perspective.

Fantastic.

All of those words are going to be coming up today in our lesson.

The first part of our lesson, we will be preparing to write by practising some of our sentences out loud, and remembering what happens in the beginning of the story.

Now, as we are writing today, remember, when we write, we always try our best to use capital letters at the start of the sentence, and most sentences end with a full stop.

Some sentences that are questions end with a question mark, and then sometimes we use an exclamation mark.

Our sentences today are going to end in a full stop.

We will write our letters neatly on the line, really trying our best to sit up straight to do our best handwriting.

We will also use our phonic strategies to sound out and spell words.

But remember, some of our words, we can't use our phonics for, so we have to remember the spellings of some common exception words.

Let's see whether this sentence here has met that success criteria.

"the wild, happy girl sor huge, tall trees." That sounds like a pretty good sentence, let's see.

I would like you to thumbs up or thumbs down if it has met this success criteria.

Use capital letters at the start of sentences.

You see? (gasps) (mimics buzzer) I can't see a capital letter at the start.

Okay, let's remember that.

And a full stop or a question mark at the end of sentences.

Can you see something at the end of a sentence, let me see, thumbs up, thumbs down.

Yes, it has got a full stop, but I can't tick it, because it hasn't got a capital letter.

Are all the letters written neatly on the line? Yes, they are.

They're written very neatly on the line, with our hanging letters coming down.

Have we used phonics to sound out and spell words? Have a little scan, have a little look.

Thumbs up or thumbs down? Yes, we have, well done.

Have we remembered the spellings of some common exception words? Now, the common exception words in this sentence are the.

Is that spelled correctly, yes.

Tall, that's spelled correctly.

And saw.

Saw is spelled incorrectly.

Let's see if we can fix it.

Let's have a look, drum roll, please.

Have we used a capital letter at the start of a sentence, thumbs up or thumbs down? Yes, we have, and our full stop is still there, well done.

And the spelling of saw has been corrected.

So we have met all of our success criteria.

That's why it's really important to go back and check your writing.

Now, before we get started on our writing, we need to remember what happens in the story, which is why you've made such an amazing story mountain.

You are going to use your story mountain to retell the story.

Try and retell it in full sentences using your sequencing vocabulary and your descriptive language as well.

Try and use things like capital letter, comma, full stop, to remind you what punctuation you will need.

Pause the video, and off you go.

Well done.

What amazing retelling.

And I really hope your story mountain managed to help you with all of that extra detail.

But we are only writing the beginning of the story today.

So let's remember what happened in the beginning of the story.

And remember, we are telling it from the girl's perspective.

"First, I lived in a magical, enchanted forest surrounded by my friends." So in the beginning of the story, the main character of the little girl is introduced, and the first setting of the forest is introduced.

Then, we find out what her animal friends help her to do.

"The furry, friendly bears taught me how to eat from the refreshing cold water.

The noisy, chirping birds taught me how to speak.

And the howling, playful foxes taught me how to play." So there, those are the parts that we are going to be writing today.

Now, I've got three parts of my story.

Which of these events happen in the beginning of the story? Can you get your pointing finger? And I'm going to give you five seconds to point to the event that happened in the beginning of the story.

Five, four, three, two, one.

I hope everyone is pointing to picture A, because in the beginning of the story, the little girl has fallen into the forest.

Our characters and settings are introduced.

The other two events happen much later in the story in a different setting.

Now, we are going to plan the first sentence out loud, introducing the main character and the setting.

Now, to do that, we need to say the sentence again, and again, and again to remind ourselves.

I'm gonna say the sentence first, and you are gonna say it back to me.

"First, I lived in a magical, enchanted forest, and I felt content." Do you think you could repeat it back for me? "First, I lived in a magical, enchanted forest, and I felt content." Well done.

Maybe you could pause the video now, and say it to your partner in a whisper voice.

Pause the video now.

Fantastic, well done.

Now it's your turn.

Can you think of a sentence? You could use the same one as me, or you could choose a different one.

So you need a sequencing word, mm, I lived in a, you need two adjectives, mm, mm, forest, and, a joining word, I felt, mm.

"Mm, I lived in a, mm, mm, forest, and I felt, mm." Pause the video, off you go.

Wow, what amazing sentences.

Let's have a look at one that I heard.

"First, I lived in a colourful, vibrant forest and I felt content." Let's see what's included in that sentence.

I can see a capital letter at the start of my sentence, and some sequencing language, first.

Now, because first is actually an adverbial, a fronted adverbial, we need a comma.

First.

"First, I lived in a colourful, vibrant forest." I can see two adjectives with a comma.

We need the comma, because colourful, vibrant forest is an expanded noun phrase.

So the comma is placed in between the two adjectives.

And joins two ideas together.

And finally, I need a full stop at the end.

I'm going to repeat that sentence, including my punctuation.

Try and remember our punctuation actions.

Capital letter, first, comma, I lived in a colourful, comma, vibrant forest, and I felt content, full stop.

Fantastic.

We have planned the first sentence of our story.

After introducing the setting, the characters are introduced, the bear, the bird, and the fox.

Hmm, let me see if you can remember.

Who taught the girl how to speak? Pointing finger when you're ready.

Who taught the girl how to speak? Five, four, three, two, one.

I hope everybody is pointing to the bird.

Remember, the birds taught her how to speak.

(mimics birds cawing) Who taught the girl how to eat from the refreshing, cold water? Pointing finger.

Five, four, three, two, one.

Well done if you are pointing to the bear.

Lucky little girl, catching all of those fish.

And finally, who taught the girl how to play? Those howling, playful creatures.

Who was it? Pointing finger.

Five, four, three, two, one.

I hope you are pointing to those foxes.

They taught her how to play.

Well done, you need to remember that, because we are going to now plan our next sentences.

Let's have a see at the next sentence.

This sentence is going to be all about the bear.

"The, mm, mm, bears taught me how to, mm, from the, mm, mm, water." Let's see what I need to add to that sentence.

I need to add two objectives to describe the bears.

I need to say what the bear taught me how to do, and where from, from the water.

And with two more adjectives.

Okay, are you ready to listen? "The furry, friendly bears taught me how to eat from the refreshing, freezing water." Do you think you could repeat that sentence with me this time? Let's do it together.

"The furry, friendly bears taught me how to eat from the refreshing, freezing water." Well done.

You are going to have a go at that on your own now.

Now, and the word eat will stay the same, because that is what the bears taught us how to do.

You might choose two different adjectives, or the same, to describe both the bear or the water.

Pause the video now and plan that next sentence out loud.

Off you go.

Well done.

I heard some amazing answers.

Let's have a look at one that I heard.

"The furry, friendly bear taught me how to eat from the cold, refreshing water." Okay, let's see what's in that sentence.

A capital letter for the, to start our sentence.

We have two adjectives plus a comma to describe the bears.

And we also have two adjectives plus a comma to describe the water.

And we have a full stop at the end.

Okay, my turn to say the sentence, including all of the punctuation.

Capital letter, the furry, comma, friendly bears taught me how to eat from the cold, comma, refreshing water.

Full stop.

You are going to have a go at saying that sentence together.

This time, I'd like you to say in a low voice.

Last time, you did a whisper.

Now a low voice.

Off you go, pause the video.

Fantastic planning out loud.

Well done.

We have one more sentence to do together.

We are going to try and join these two ideas together using "and." Quite long, let's get ourselves ready to go.

We're gonna start with the birds.

"The, mm, mm, birds taught me how to speak and the, mm, mm, foxes taught me how to play.

Okay, I'm going to think of my sentence, and I'm going to look down, there it is, at my story mountain.

"The noisy, chirping birds taught me how to speak and the howling, playful foxes taught me how to play." Now it's your turn to plan those, that sentence aloud.

It's quite a long one, but remember, you can use this, the words on the board to help you.

You can use the same adjectives as me, or you can choose different ones.

Off you go, pause the video.

Let's have a look at an example that I saw.

"The noisy, chirping birds taught me how to speak and the howling, playful foxes taught me how to play." Let's have a look at what we need to include in that sentence.

We have a capital letter for the, because it starts our sentence.

Noisy and chirping are two objectives to describe a noun, so I need a comma in between.

And that's the same for howling and playful to describe the foxes.

I then got and to join my two ideas together.

We've had two simple sentences, and we join them together to make one sentence, which means we need a what at the end? A full stop.

I'm going to say this long sentence, including the punctuation, and then you are going to, off I go.

Capital letter, the noisy, comma, chirping bird taught me how to speak, and the howling, comma, playful foxes taught me how to play, full stop.

You are going to pause the video, and this time, I'd like you to say it in a high voice.

Pause the video, off you go.

Amazing.

Those very high voices said that sentence brilliantly.

Well done.

Now, you are going to try and say the whole of that start of the story aloud.

You are going to remember, "First, I lived in a, mm, mm, forest and I felt, mm." Then you are going to remember to talk about the bear, and where you are with the bear, remember? And then the birds and the foxes.

Okay, you are going to pause the video and say it to your partner, and then they're going to check that you included everything.

Remember to include the punctuation as well.

Pause the video, off you go.

That was fantastic.

This is an example that I heard, and I'm going to include the punctuation.

If I forget any, can you shout out and tell me? Capital letter, first, comma, I lived in a magical, comma, enchanted forest, and I felt peaceful, full stop.

Capital letter, the furry, comma, friendly bear taught me how to eat from the freezing, comma, cold water, full stop.

Capital letter, the noisy, comma, chirping birds taught me how to speak and the howling, comma, playful foxes taught me how to play, full stop.

Thank you so much for helping and checking that I was remembering all of that detail.

Amazing job.

Now we are going to move on to write the beginning of the story.

So our success criteria for today's lesson is the following.

The first one, I have written from the girl's perspective.

Here's an example.

"I lived in a beautiful, calm forest," because it's from the girl's perspective, using I.

Let's have a look at the next one.

I have used a two adjective sentence to describe the setting.

Here's an example.

"I ate juicy, comma, tangy berries." So you're describing a part of the forest.

Here's another example.

I have described how the girl felt.

"I felt peaceful." And finally, I have used and to join two ideas.

"I saw vibrant, colourful flowers and I felt damp, sharp branches." I wonder if you think you can manage all of those things today.

I know you can.

So I am going to show you now how we're going write the beginning of the story, and then you're gonna have a turn.

I'm getting ready to write.

I've got my success criteria in front of me.

Today, I need to make sure I have written from the girl's perspective, using I, me, or my.

I have used a two adjective sentence to describe the setting, which is the forest.

I have described how the girl felt.

I have used and to join two ideas.

So I'm going to think of my first sentence that I've already practised with you.

First, let me use, get my story mountain.

"First, I lived in a colourful, vibrant forest and I felt peaceful." Now, I'm really lucky that I have my story mountain with me, 'cause I know I need a capital letter for first, and because it is a sequencing word, I need a comma after it.

Can you sound out first with me? F, er, s, t, first, comma.

"First, I lived in a colourful, vibrant forest." I lived, sorry, capital I, and then lived.

Can you stretch out lived for me.

Lived, l, i, v, d, lived.

The word lived is a verb coming from the past tense, which means I need to add E-D.

Can you sound it out with me as I spell it? L, i, v, d, lived.

"First, I lived." "First, I lived in a," now I need to use my two adjective sentence.

I've got my story mountain here.

A colourful, comma, vibrant forest.

So I'm going to copy colourful, then I'm going to check, yes, comma.

(gasps) I've ran out of space, so I'm going to leave a line and start a new one.

Vibrant.

"First, I lived in a colourful, vibrant," thank you for helping me, forest.

And forest is a word that I have written down here.

F, o, er, e, s, t, forest.

"First, comma, I lived in a colourful, comma, vibrant forest." I need to describe how the girl felt.

"And I felt peaceful." Can we say that together? "And I felt peaceful." So I don't need a full stop, I need to write and.

Let's sound it out together.

A, n, d, and.

"First, I lived in a colourful, vibrant forest and I," capital I again, "I felt," let's stretch out felt.

Felt, f, e, l, t, felt.

Can you say the sounds with me as I write them? Thank you so much for your help.

F, e, l, t, felt.

"First, I lived in a colourful, vibrant forest and I felt peaceful." You might choose a different objective, which is okay.

Peaceful.

I'm going to sound that out.

P, ee, I know that from reading, and then the s sound is being made by the C-E, peace, f, uh, l, peaceful.

Let's read our sentence back.

Capital letter, first, comma, I lived in a colourful, comma, vibrant forest and I felt peaceful.

I think I've got to the end of my sentence.

What do I need, can you tell me? A full stop.

Now, my next sentence needs to be about the bear.

Then I need a sentence about the birds and the foxes.

I'm going to write a sentence about the bear, and then you are going to get on with the rest of your writing.

Now, I don't need a sequencing word for this, so I'm just going to get started to describe the bear.

And luckily, I've got two adjectives to describe the bear.

Furry and friendly.

"The furry, friendly bear taught me how to eat." That's quite long.

I wonder if you could help me.

Could you say it with me? "The furry, friendly bear taught me how to eat." At the start of my sentence, I need a capital letter.

Capital letter, the.

Then I'm going to write bear, and I have the spelling here.

B, err, bear.

Oh no, I've forgotten to describe the bear.

Silly me.

I'm going to put one neat line through it, and then I'm going to try again, and I'm going to remember furry and friendly.

F, ur, two letter Rs in furry, an ee at the end, comma, friendly, friend, lee.

I ran out of space, I'm going to start a new line, the furry, friendly bear.

What did the furry, friendly bear teach us? The furry, friendly bear taught us how to eat.

Now, the word taught is a very difficult spelling.

It's the verb in the past for teach.

It becomes taught.

So I'm going to copy that now.

T, aw, t, taught.

"The furry, friendly bear taught me," that's one of my common exception words, M with an E spells me.

How, can you sound it out with me? H, ow, how.

Taught me how to, another common exception word.

Eat, eat, which E is it? Ah, it's E, like in peaceful.

Ee, t, eat.

"The furry, friendly bear taught me how to eat from the freezing, cold water." Okay, I need a new line for from.

Can you sound it out with me? F, er, uh, m, from.

Thank you so much for helping me.

From the, there is my the again, the freezing, cold water.

F, er, ee, z, i, ng, freezing, let me check, 'cause that's a long word.

F, er, ee, z, i, ng, freezing.

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

K, and my O is being made just with a letter O, l, d, cold.

From the freezing, cold water.

Now, water is another common exception word.

I wonder if you can remember how to spell it.

W-A-T-E-R, water.

It's hard, a bit hard to spell, 'cause that aw sound is being made by the letter A.

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

Now, I think something in that sentence isn't quite right.

I think I might have made a magical mistake.

Do you think you might be able to spot it? The furry, comma, friendly bear taught me how to eat from the freezing cold water.

What have I missed out there, can you shout it out at me? A comma.

I need a comma in between my two adjectives to describe my noun.

Thank you so much for helping me.

My next sentence is going to be, "The noisy, chirping birds taught me how to speak and the howling, playful foxes taught me how to play." Thank you so much for helping me.

I've managed to write from the girl's perspective.

I've managed to use lots of two adjective sentences.

I've described how the girl felt, and I've used and to join two ideas, and I would do that again in my sentence about the birds and the foxes.

Thank you so much for helping me.

Now you've helped me with my story, you are going to write the beginning of the story, introducing the setting and the characters on your own.

Remember to check your success criteria that you've included everything.

Pause the video, and off you go.

Here is an example that I have seen that I'm so impressed with, but let's make sure that it fits all of our success criteria.

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

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." So I've definitely written from the girl's perspective, because I've used I and me.

I have used a two adjective sentence in both, in all of my sentences.

Magical, enchanted forest, furry, friendly bear, howling, playful foxes.

I have described how the girl felt.

(gasps) Oh, no, we haven't got that.

Let's see if we've got the next one.

I have used and to join two ideas.

"The noisy, chirping birds taught me how to speak and the howling, playful foxes taught me how to play." I've got that one.

Let's see if we can add in how we are feeling.

I think I can do that in my first sentence.

"First, I lived in a magical enchanted forest and I felt peaceful." Let's see, there it is.

"First, I lived in a magical, enchanted forest and I felt peaceful." Now we have got everything and we've got another sentence joining two ideas together using and.

Wow, what amazing writing.

We have come to the end of our lesson today, and you've done such a fantastic job.

You've written the beginning of the story, introducing the setting and characters, and here is an example.

You wrote from the girl's perspective, you used two adjective sentences, you've joined two ideas using and, and you described how the girl felt too.

What an amazing lesson, and I hope you are really, really proud of yourself.

Fantastic.

I'll see you next time, bye.