Lesson video

Hello everyone.

My name is Ms. Barron.

Now, you definitely know by now how much I love stories.

And you also know that I love description.

I love describing things really vividly to make my stories really clear in the imagination of my audience.

So, do you remember in lesson three when we came up with some songs to the tune of London's Burning to describe some key moments in the story? But I thought we would start today's lesson by singing the verse about Coyote when he goes up into the sky world and snatches a piece of fire from the sun.

So, join in with me as soon as you can.

We'll sing it twice.

It goes like this, ♪ Coyote travels to the sky world.

♪ ♪ Sees the fire, crackling fire.

♪ ♪ Grabbed some and runs, grabbed some and runs ♪ ♪ back to Earth, back to Earth.

♪ Okay, are you ready to join in with me again? Let's sing it together.

♪ Coyote travels to the sky world.

♪ ♪ Sees the fire, crackling fire.

♪ ♪ Grabbed some and runs, grabbed some and runs ♪ ♪ back to Earth, back to Earth.

♪ I love that moment in the story.

It is such an exciting moment.

Now, we are going to do some description today using the senses to help us describe some key moments for the characters in the story.

In this lesson, we are going to use the senses to describe.

So, we're going to describe what we can see, what we can hear, what we can smell, what we can taste and what we can feel.

Now, let's have a look at what we're going to do in a bit more detail.

First, we are going to do a quick spelling activity.

Then, we're going to do some character drawings.

So, we're going to draw pictures of characters at key moments in the story.

Then, we are going to create some sensory grids using the five senses.

And then, we're going to turn those into some 3/4/3/4 poems. So, I'm really excited about today's learning.

And this is what you're going to need.

You will need an exercise book or a piece of paper to write on and a pencil to write with.

So, pause the video now and go and get those things, if you need to.

Fantastic, you are back with everything you need to begin the learning today.

So, let's start with our spelling activity.

Today, we are going to find out what happens to words, when we add the suffix "-ment" on the end.

Ment, m-e-n-t ment.

Now, do you remember what a suffix is? A suffix is a letter or group of letters that we add to the end of a word to change its meaning.

So, let's have a look at those root words.

Read them with me.

Enjoy agree, achieve, amaze.

Now, let's look at what happens to them when we add the suffix "-ment" on the end.

Read them with me.

Enjoyment, agreement, achievement amazement.

Fantastic.

Now, let's have a look at the spelling rule.

What do you notice about the root words, when we add the suffix "-ment" on the end? Have a look.

What do you notice about the spelling of the root word? Go on and tell me to your screen now say, "I notice that".

Tell me to your screen.

Absolutely spot on.

Well done.

You notice that nothing changes.

The spelling of the root word stays the same.

Which is great for us because it means that we don't have to remember to do anything different.

So, when we add the suffix "-ment" on the end of a word the spelling of the root word stays the same.

Now, there is one exception that I would like you to learn today.

And that is the word argue.

When we add "-ment" to the word argue, we need to drop the "e" on the end.

It becomes argument without an "e" after the "u".

So, argument is a useful word.

We use it a lot.

So, I would like you to learn that exception today.

Now, let's think about why we add "-ment" on the end of a word.

How does it change the meaning of the word? Well, the root words, enjoy, agree, achieve and amaze are all verbs, but doing words.

We can do them, can't we? We can enjoy things.

We can agree to things.

We can achieve things and we can amaze people.

So, when we add the suffix "-ment", they become nouns.

Adding the suffix "-ment" changes a word from a verb to a noun.

Enjoyment, agreement, achievement and amazement are all nouns.

So, let me put enjoyment in a sentence for you.

There is a lot of enjoyment in learning through story.

So, there it is in that sentence, enjoyment is a noun.

Now then, I would like you to have a go at putting these words into your own story sentences about Coyote now.

So, here's my story sentence.

What an achievement that Coyote saved the humans.

I would like you to pause the video and make up your own story sentences using those nouns ending in the suffix "-ment".

So, pause the video and do that.

Brilliant job.

Now, I would love to hear your favourite sentence that you came up with.

Can you tell me to your screen? Say, "My favourite sentence is".

Go on, tell me now.

Oh wow.

I heard some brilliant creative story sentences, just then I heard somebody say, "Coyote got a lot of enjoyment out of saving the humans." I heard somebody say, "It was good that the animals and humans came to an agreement." I also heard somebody say, "Coyote stared at the blazing ball of sun in amazement." Those are some fantastic sentences using those nouns.

Now then, let's move on to the main part of the lesson today.

Let's begin by doing some character drawings of characters in our story at key moments.

Now, I am going to draw a picture of a character at a key story moment.

And my picture is going to show Coyote running away from the fire guardians.

He's being chased by the fire guardians.

So, this is going to be my picture.

Here's Coyote.

And his eyes are going to be wide with fear because the fire guardian is right behind him right on his tail.

And, there's the fire in Coyote's mouth.

We know that Coyote carries the fire in his mouth, doesn't he? Now, I'm going to draw my fire guardian chasing him.

So, we know that our fire guardians are huge big giants.

With hands as big as mountains and legs, as long as rivers.

So, let me draw some giant hands.

Wow, those are big.

His fingers are not going to fit in the last one.

There we go.

One hand is definitely bigger than the other.

Nevermind.

So, there are his big stomping feet and let's draw him with a mean face and his fiery hair, remember? So, he is a guardian of the sunfire.

Let's draw him with some fiery hair.

There we go.

Now, I'm going to draw some lines here to show how fast Coyote is running to escape from the fire guardian chasing him.

Now, that is my picture of the character Coyote at a key moment in the story.

The moment that I want to focus on today is when Coyote is running from the fire guard.

Now, I might want to do some speech bubbles just to help me understand the moment a little bit better.

You might like to do this too, but you don't have to.

So, I'm going to add a speech bubble for the fire guardian.

He's going to say, "Stop thief." S- Stop thief.

Watch me write thief.

thief, Stop thief.

It's a command so it's going to have a full stop on the end.

Stop, thief.

I'm going to put a comma after the word stop.

So, that is what the fire guardian is saying.

Stop, thief.

And Coyote, I think he is saying, "Oh no! He is right behind me." So, Oh no! Oh no, And this is going to have an exclamation mark on the end to show his fear.

"Oh no! He is right behind me", He, capital letter at the start of my sentence.

He is right r-igh-t, right behind me.

He is right behind me! So, I just wanted to add some speech bubbles there to show what was happening in that key scene in a bit more detail.

You might like to do the same thing with yours, but you don't have to.

Now, your turn to draw your picture of your choice of character.

So, that might be a different animal or it could be the fire giant at another key moment in the story.

So pause the video now, enjoy your picture.

Fantastic job.

Now, that you've drawn your picture we are ready to create our sensory grids.

So, now that you've got your picture of the character you chose at a key moment in the story, we are now going to think about what that character can see, hear, smell, taste and feel at that moment.

So, we're going to keep our picture with us to help us.

So, here's mine.

You can see it.

I'm just going to pop it to the side.

And we are going to describe what the character can see see, hear, smell, taste, and feel with a sensory grid that looks just like this.

So, the first thing that I would like you to do is pause your video and draw a grid that looks exactly like this.

So, pause the video now and do that.

Fantastic, you are back.

You've got your grid drawn.

Now we're ready to start.

So, let's start with what Coyote can see at this moment in the story.

What can Coyote see when he is being chased by the fire guardian? Hmm, go on.

Can you help me with this? What do you think he can see? Tell me your idea to the screen now, say, "I think he can see".

Oh, brilliant.

Those are some fantastic suggestions.

I heard you say that he can see flaming hair.

I heard you say that he can see fierce, glaring eyes, that he can see a huge giant right behind him, that he can see an enormous beast and a monstrous hunter.

Gosh, I love the adjective monstrous and the word hunter makes him seem really scary, really fierce.

So, I'm going to write those down in this box here.

This is what you can see.

So, you said flaming hair.

Flaming hair.

You also said fierce, glaring eyes.

Watch me write fierce, this is tricky to spell.

Fierce, f-i-e-r-c-e spells fierce.

Fierce, glaring.

I need a comma between my two adjectives.

Glaring, fierce, glaring eyes.

And you remember eyes is spelled e-y-e-s, isn't it? So, fierce, glaring eyes.

You also said huge giant right behind him.

So, huge giant, huge giant, right behind him.

Now, I wrote that for my speech bubble, didn't I? right behind him.

Huge giant, right behind him.

I also heard you say enormous beast, didn't I? Enormous, e-n-o-rm Now, the "ous" sound at the end of enormous is spelled o-u-s, enormous beast.

Sound that beast with me.

B-ea-s-t, beast, enormous beast.

And finally, monstrous hunter.

Now, watch me write the word monstrous.

Monstrous, monstrous hunter.

You can sound out hunter with me.

H-u-n-t-er, hunter monstrous hunter.

So, those are things that Coyote can see at that moment when he's being chased by the fire guardian through the sky.

Now, let's think about what he can hear.

What do you think he can hear at that moment? Can you tell me some of your ideas? Now tell me to the screen, say "I think he can hear" Oh, those are some fantastic ideas.

Again, you are on fire today.

In fact, you are as on fire, as that blazing ball of sun in the sky world.

So I heard you say heavy, stomping footsteps.

I heard you say he can hear loud, angry shouts.

I heard you say that he can hear the wind rushing behind him as he runs and that he can hear bellowing, booming voices.

Now, bellowing means really deep, loud voices.

So, I'm going to write heavy, stomping footsteps.

First, heavy comma between my two adjectives, heavy stomping.

Sound out stomping with me.

S-t-o-m-p-i-ng, stomping.

Heavy, stomping footsteps.

Now, footsteps, I can break it down into two parts.

So, let's start with foot.

F-oo-t, foot steps, s-t-e-p-s, steps footsteps.

Heavy, stomping footsteps.

Now, loud, angry shouts.

Loud comma, angry, So, remember my comma between two adjectives.

We learned that in lesson four, didn't we? When we did our expanded noun phrases.

Loud, angry shouts, sound out shouts with me.

Sh-ou-t-s, shouts Loud, angry shouts.

Wind rushing, wind rushing.

Sound that rushing with me.

R-u-sh-i-ng, rushing.

And then finally, bellowing, booming voice.

Bellowing comma booming voice.

Brilliant.

Bellowing meant really loud and deep, remember? So, now think about what your character can see and hear at the moment that you have drawn.

Fill in those boxes on your grid.

Pause the video now and do that.

Now then, so, that's what he can see and hear.

What could he smell? What'd you think he can smell? Go on, give me your ideas, now.

What can Coyote smell at that moment? Tell me your ideas to the screen and say, "I think he can smell" Again, amazing ideas.

You said he can smell his fur burning.

You're absolutely right.

We know that his fur catches fire and when fur burns, it smells really strongly.

So, fur burning.

You need to write that down.

Fur burning.

You also said that he can smell dusty smoke.

Dusty smoke, you're right.

Dusty, sound it out with me.

D-u-s-t-y, dusty And it's the "e" sound spelled with a "y" like "y" unhappy.

So, dusty smoke.

Now, what can he taste? What can he taste? Go on and tell me what you think he can taste.

He can taste? Those are some fantastic ideas too.

In fact, this first one is really good.

You said that he can taste the intense, intense heat.

So, intense means really strong.

Intense, he can taste the intense heat.

You said that he can taste the flames burning his mouth.

The flames, burning his mouth, flames burning his mouth.

Now then, I wonder what he can feel.

What can he feel? Go on and tell me to your screen, say, "I think he can feel" Oh yes, those are fantastic ideas.

You told me that he can feel the ground shaking.

Oh, I can imagine under those heavy footsteps of the fire guardian.

So, ground shaking.

G-r-ou-n-d, ground shaking.

You told me that he can feel the scorching heat.

Now, scorching means really powerful and hot.

Scorching, help me sound it out.

Sc-o-rch-i-ng, scorching heat.

You also told me that he can feel searing pain.

Now, searing means extremely hot.

So, I imagine that he can definitely feel searing pain.

Watch me write searing.

Searing, and you'll write it there.

searing pain.

Searing means extremely hot to remember.

And finally you said that he can feel fingertips grasping at him.

Gosh, yes.

That fire guardian is just about to reach out and grab him, isn't he? So, fingertips grasping.

Brilliant.

Now, you have helped me to fill out my sensory grid of all the things that Coyote can see, hear, smell, taste and feel at that moment when he is being chased by the fire guardian.

So, now think about what your character can smell, taste and feel at the moment in the story that you've drawn.

Fill in those boxes on your grid.

Pause the video now and do that.

So, let's have a look at my 3/4/3/4 poem together for the moment in the story when Coyote is being chased by those evil fire giants.

So, feel free to read it with me, if you'd like.

Fierce giants chasing angry shouts booming loudly my fur burning searing, scorching heat hurting So, that's my 3/4/3/4 poem using the senses to really describe that moment.

Let's have a look at each line in a bit more detail.

Fierce giants, chasing Three words in the first line, and that is what Coyote can see.

Angry shouts booming loudly Four words for the second line, that is what Coyote can hear.

My fur burning Three words for the third line, that is what Coyote can smell.

And finally searing, scorching heat hurting Four lines for the four words, sorry for the final line, and that is what Coyote can feel.

So, that's an example of a 3/4/3/4 poem.

I would like you now to have a go at creating your own 3/4/3/4 poem using the moment in the story that you have chosen to work on today.

And remember to use your sensory grids to help you.

So, pause the video now and have a go at that.

Brilliant job, creating your 3/4/3/4 poems there.

Now then, I have an extra challenge for you today, if you feel like going above and beyond with your learning.

And this is my challenge, why not have a go at creating more poems, describing key moments for the other characters in this story using the senses.

So for example, you could take the very beginning moment of the story when all of the humans are cold and shivering because they have no fire.

You might want to take that moment and write a poem about that or you could go to the very end of the story, when the humans finally have warmth.

What might they see, hear, feel, smell then at that moment.

Maybe you might like to write a poem about that or maybe you might like to go right to the very end of the story, when the fire giants are grumbling up in the sky looking down at those humans, feeling angry because they've got their fire.

I wonder what the giants can see, hear, smell, feel then.

So, why not have a go at that for your extra challenge today? So, pause the video now and have a go, if you would like to.

Now, I would absolutely love to read your poems that you have created today.

So, if you would like to please ask your parents or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and @KateEBarron and #LearnwithOak.

So, that brings us to the end of our learning today.

Let's finish by singing another verse of our song to the tune of London's Burning.

And let's do the verse when the giants are chasing Coyote.

It's a really exciting, dramatic moment, isn't it? So, let's try and bring that out with our voices, with our facial expressions and with our actions.

So, we'll sing it twice.

Join in with me.

♪ Giants are chasing, giants are chasing ♪ ♪ Shouting, panting, shouting, panting ♪ ♪ Stop, thief, stop, thief ♪ ♪ Give us back, our fire ♪ Okay, you ready? Let's sing it again.

Altogether, join in with me and do the actions.

♪ Giants are chasing, giants are chasing ♪ ♪ Shouting, panting, shouting, panting ♪ ♪ Stop, thief, stop, thief ♪ ♪ Give us back, our fire ♪ Brilliant.

So, you can really sense the anger of the fire giants then as they chase Coyote who has stolen a piece of their sunfire.

So, that brings us to the end of our learning today.

And I would like to say goodbye.

So, I will see you in lesson seven.

Bye.