Lesson video

Hello everyone, my name is Miss Baron and welcome to lesson 10 in our unit learning and working with the story how Coyote brought fire to Earth.

Now it may be our last lesson in this unit, but we are in for a really exciting writing lesson today.

We are going to write a chase scene.

We are going to write the scene when the fire giant is chasing singing frog through the forest.

And it's a really key scene in the story because that is when singing frog loses her voice forever.

After that she can only croak.

Now then, to help us remind us of that scene Let's sing our song, the song that we sang right back in lesson three do you remember.

We sang a story song to the tune of Humpty Dumpty? So let's sing that verse about singing frog together.

We're going to sing it twice so don't worry if you can't quite remember, it goes like this.

Singing frog sat in the woods, singing a song so sweet, caught the fire in her throat and burned away her lovely voice.

So that is the song about singing frog in the forest.

So let's sing it again join in with me ready? Singing frog sat in the woods, singing a song so sweet, caught the fire in her throat and burned away her lovely voice.

Now I wish I had as lovely a voice as singing frog did, but nevermind, we can still sing anyway.

So that is our song and that is the scene that we are going to write today in lots of vivid, descriptive detail so let's get on to that, shall we? So today, we are going to practise writing vivid description for that chase scene and we're going to really put into practise everything that we've learned about vivid description so far in this unit.

In the lesson today, we will first do a quick spelling activity, then we will recap the section of the story that we are going to write.

We will then do some shared writing of that scene.

And then you will write that scene yourself and add a few extra sentences of your own.

So in the lesson today, 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.

Brilliant job, you're back with everything you need to begin the learning today.

So let's begin with our spelling activity.

Today we are learning about the suffix less l e s s less.

So the first thing I would like you to do, is to take those four words on the screen, hope, harm, fear and care and write them down with the suffix less on the end, so pause the video now and do that.

Fantastic job, so the words that you should have written down are hopeless, read them with me.

Hopeless, harmless, fearless, and careless.

Now notice that when we add the suffix less on the end of those words, the root word doesn't change, does it? The spelling stays the same.

Now, how does it change the meaning of the word? Well, it turns those root words, hope, harm, fear and care, which are all nouns into adjectives.

So hopeless, harmless, fearless, and careless, are all adjectives that we use to describe things.

And what does the suffix less mean? Well, it means without, so if we're hopeless, were without hope if something's harmless, it's without harm, so there is an exception to this spelling rule, something that doesn't fit the rule, and that is if the word has two syllables and ends in a y.

Like Penny, Penny has two syllables, penn y and ends in a y.

So when we add the suffix less to a word with two syllables ending in a y, we have to drop the y and change it to an i.

As you can see there with penniless p e n n i l e s s.

Now that you are going to have a go at putting these words into your own story sentences.

So, here's my example, the humans felt hopeless without any warmth at night.

So I would like you to have a go at putting those words into your own story sentences about our Coyote story.

Remember, less means without, have a go at that pause the video and make up your own story sentences with those words.

So now let's retell the part of the story that we are going to write today.

And it's this part, isn't it? When singing frog is being chased through the forest, so listen to me retell it first.

Singing fog darted through the forest as fast as her legs could carry her, she turned and saw the giant right behind her, he was so close now that she could smell his salty sweat, she can hear his shouts, stop thief, he yelled, the fire was burning in her throat, she could taste the smoke, she could feel her throat cracking.

So that is me telling that section of the story using the sentences to describe it in more detail.

I would like you to have a go at telling that section of the story yourself now, adding some detail in using the senses.

So pause the video and have a go at that.

Now it's time to come up with some ideas for our writing using a sensory grid, so let's come up with some ideas about what can be seen, heard, smelt, tasted and felt at that moment when the fire giant is chasing singing frog through the forest, so let's start with what we can see.

Now I've written down my first idea already, I think we can see his fingertips reaching out to grab her.

What else do you think we can see? Can you tell me your ideas to the screen now? Tell me what we can see.

I am hearing some brilliant ideas, you've said that we can see his fiery hair, we can see his red glaring eyes, and we can see him chasing her.

So I'm going to write those down, fiery hair.

We can see his red comma glaring eyes and glaring means to stare in a mean way.

So oh, we've got an expanded noun phrase they haven't we? Do you remember when we did those in lesson four? His is my determiner red under glaring my objectives, eyes is my noun, brilliant and you said that we can see fire giants chasing, chasing, fantastic.

Now then let's have a think about what we can hear at that moment, i think we can hear the giant shouting stop thief, give me back my fire.

What other sounds Do you think we can hear? Go on tell me to your screen now tell me your ideas.

These are brilliant ideas you're thinking really hard about this today, fantastic.

I heard you say that we can hear shouting sounds it out with me sh o u t ing shouting and we can hear panting, p a n t ing panting ha, ha ,that's panting like a dog does, when it's really thirsty, and you also said that we could hear the thuds of heavy stomping footsteps thuds of heavy comma stomping sound it out with me, s t o m p i ng stomping, stomping footsteps brilliant.

So what else can we smell and taste now? So I've written down an idea already I think singing frog can smell, no, I think she can taste the thick smoke in her mouth, i think that's what she can taste.

What do you think she can taste? And can you give me an idea for what she could smell too? go on tell me to your screen now tell me what you think.

Fantastic, i heard you say that she can smell burning.

She can smell burning, it might be the fire giants hair burning or it could be her throat burning.

So she can smell burning, She can also smell you said, the sweat of the fire giant i imagine that he's very sweaty after all that chasing, he's done.

Now then let's move on to what singing frog can feel.

So my idea was, I think she can feel her throat burning and cracking, what else do you think she can feel at that moment? Go on tell me to your screen now.

You're telling me that she can feel the ground shaking? Yes, she would be able to feel that wouldn't she? If the giants footsteps are so big and heavy, so she can feel the ground shaking under the weight of the giant, she can feel pain you said, pain in her throat, she can feel her voice dying.

Her voice dying and that's really important for singing frog, isn't it? That's a really important moment of loss for her.

She has this beautiful singing voice and she loses it because she swallows the fire.

So now it's your turn to fill out your sensory grid.

Pause the video now and do that.

Now it's time for shared writing.

And let's begin writing, you can see that i have got my sensory grid with me, I would like you to make sure that you can see yours because it's full of fantastic ideas that we are going to use in our writing.

So I'm just going to put mine to the side, make sure that you do the same thing.

Now then, the first thing I would like you to do is to make sure that you have your toolkit written down somewhere where you can see it, so that you can use it to remind you of the things that you need to do today, to make your description vivid.

So we know that we need to use the senses.

What we can see, hear, smell, taste and feel.

We know we need to show character reaction.

And we know we need to use adjectives and adverbs.

We might even use some expanded noun phrases to help us make the description vivid.

So I would like you to make sure you write down your toolkit And that you have a box where you can jot down your ideas as we go, so you might want to do it on the side of your page like I have, or you might want to do that on a separate piece of paper.

But I would like you to pause the video now and make sure that you do that.

Brilliant job, Now we are ready to start writing.

So we are going to start straight in the action today with singing frog in the forest.

Now my sentence is going to be singing frog through the forest and I want you to help me out with a verb, what past tense verb could I use? That tells me she moved quickly instead of went? Go on tell me your ideas to the screen now.

I am hearing some great suggestions, i heard you say hopped so i could say singing frog hopped through the forest.

I heard you say rushed.

I heard you say darted darted, I really like that verb it means to move quickly and dashed.

Fantastic, So rushed, darted and dashed all tell me that she moved really quickly.

Now hopped works for a frog, but I think I want to use one of these because they tell me she moved fast.

So I think I'm going to choose darted I really like darted.

Now remember, I want you to be jotting down your ideas as we go, so you might like one of these verbs or you might like a different verb that you've got in mind.

So I would like you to write down which ones you like and you can use them later.

Now then my sentence is going to be, singing frog darted through the forest, watch me write it.

Singing for capital letter at the start of my sentence, and because it's her name.

Singing frog, frog also has a capital letter because it is also part of her name.

Her name is singing frog singing frog so darted darted through the forest.

Singing frog darted through the f o r e s t.

Forest full stop singing frog darted through the forest.

Now my next sentence is going to say how close the giant was, so it's going to be, the fire giant was right behind her.

The capital T t h e spells the, the fire giant was right behind her,so he is really close to her.

Ah, that puts her in real danger, doesn't it? Now we are going to write a sentence to show what she could see, so we're going to describe his eyes I think that's the first thing that she could see when she turned around so she could see his eyes.

Can you tell me some adjectives to describe his eyes? How could I describe them? What do you think they look like? Go on tell me your ideas to the screen now.

I'm hearing some brilliant ones some really powerful adjectives, you said red, you said it glaring, brilliant.

Those are the ones that we wrote down in our sensory grid, aren't they? You also said fiery, as if we could almost see the fire in his eyeballs, fiery and you said piercing? piercing means to look straight through you.

A bit like a knife can pierce plastic.

If eyes piercing they look straight through you.

Now then, gosh, which ones do I like? I think I'm going to choose fiery and glaring, fiery eyes makes them some really scary and glaring to kind of stare meanly, that's what glaring So, my sentence is going to be she could see his fiery, glaring eyes, she could see.

She could see his fiery glaring eyes.

Now watch me write it and then you write down some of the adjectives that you like for your piece of writing.

So fiery comma, glaring, eyes full stop.

And we've used an expanded noun phrase there, haven't we? His is my determiner, fiery and glaring are my adjectives separated by a comma, eyes is my noun, she could see his fiery glaring eyes.

Brilliant, That makes him sound really scary.

Now then, my next sentence is going to be about how close he is that she could smell something.

So he was so close that she could smell, What do you think she could smell? Go on tell me idea to the screen now.

He was so close that she that she could smell.

Oh, I'm hearing some great ideas again.

You said that she could smell his sweat.

Oh, let me write it in purple that she could smell his sweat, Yep, I imagine he's really sweaty.

You said that she could smell his flaming hair.

His flaming hair yea hair makes a really horrible smell when it burns, and that you that she could smell his fiery flesh, so you might like one of these ideas for you're writing but you might have a different idea.

jot it down in your ideas box.

I think I am going to choose sweat.

I think the giant is really sweaty at this point.

So my sentence is going to be he was so close that she could smell his sweat, so capital H he was so close that she could remember our tricky word spelling could c o u l d spells could, he was so close that she could smell his sweat.

So remember the bits I'm writing in purple are the bits that you can change to make your own.

You might want to change more of it.

He was so close that she could smell his sweat full stop at the end of my sentence.

Now, let's have a character reaction.

He's so close behind her.

What does she do? I'm going to say she dashed even faster.

So the fact that he's so close behind her that she could even smell his his sweat.

I'm going to say she dashed is going to make her dash even faster, she dashed even faster full stop So there's character reaction.

Now then let's have some sounds.

What do you think She can hear? What can she hear? Go on tell me your ideas now.

Fantastic, I'm hearing you say panting she can hear panting.

Remember panting ha, ha panting she can hear shouting.

She can hear yelling, now, remember to jot your ideas down.

You might like some of those who might like you might have some different ideas.

I think for my sentence, I want to choose two of those.

I'm going to say he was panting and shouting.

So he was panting and shouting.

He was panting those are the sounds that she can hear.

He was panting and shouting full stop.

Now, let's put in something that he says.

So remember in my sensory grid I wrote, stop thief.

Give me back my fire.

So I'm going to write that in now.

So I'm going to open inverted commas before the speech before what the character says, Stop, thief full stop, give me back, my fire, full stop and close, inverted commas because he stopped speaking and inverted commas go after the full stop.

Now I want to come after stop, so stop thief, give me back my fire.

Now then, you might want to write that or you might think that the giant says something different.

You might want to write something different for what he says up to you, now that I'm going to write my next sentence, and it's going to be about what she can feel.

So what do you think she could feel? Go on tell me your screen, what could she feel? Again, I'm hearing some fantastic ideas.

I heard you say that she could feel the thuds of his footsteps, the thuds of his footsteps.

I heard you say that she could feel the ground shaking.

And I heard you say that she could feel the ground tremble, the ground tremble.

So she could feel the thuds of his footsteps.

The ground shaking, the ground tremble tremble's another word for shake, Have a think about which one of those you like you might have a different idea.

I think I'm going to choose.

She could feel the thuds of his footsteps for my piece of writing, She could feel so she could feel the thuds of his footsteps, full stop.

Now, That's all that I'm going to write with your help today, i would like you to carry on and write this scene on your own, but you are going to write a few more sentences as well about what else singing frog could feel, And you can use your sensory grid to help you do that, so let's just read back what we've written shall we, before you write yours.

Singing frog darted through the forest.

The fire giant was right behind her, she could see his fiery, glaring eyes.

He was so close that she could smell his sweat.

She dashed even faster, he was panting and shouting, stop thief, give me back by fire, she could feel the thuds of his footsteps.

So that is my piece of writing.

I would like you to go and write yours.

Now it's your turn to write this story scene, there are the ideas that you helped me come up with on the screen, you've probably got some more of your own ideas too, remember to use the toolkit and to write a few extra sentences about what singing frog could feel, pause the video now and write your scene.

Now like all great writers, it's time to reread and edit our work, so let's start by rereading our work you might like to read along with me, or you might just like to listen to me read, singing frog darted through the forest.

The fire giant was right behind her.

She could see his fiery, glaring eyes.

He was so close that she could smell his sweat.

She dashed even faster, he was panting and shouting, stop thief, give me back my fire.

She could feel the thuds of his footsteps.

She felt her throat burning.

Now, what do we think of our piece of writing? I think that you have helped me do a fantastic job There, really painting a vivid picture for our reader.

So let's have a look at what we've done well by checking off our toolkit, so, have we used the senses? Let's have a look, have we shown what can be seen? We have, haven't we? First of all, we've shown that we can see singing frog darting through the forest.

And then we've written about what she could see.

So she could see the fire giant right behind her.

She could see his fiery glaring eyes.

So we've definitely show what can be seen.

Have we shown what can be heard? We have haven't we here? He was panting and shouting, stop thief.

Give me back my fire, that's what singing frog can hear.

That's what we can hear in our scene so I can tick here.

Have we said what she can smell? What can be smelled we have, haven't we here? She could smell his sweat with it so I can tick that off.

Now we haven't mentioned taste have we? So you might like to add that in.

When you come to edit your work.

You might want to add a sentence about what singing frog could taste, have we talked about feel? What could she feel? We have, haven't we? At the end here, she could feel the thuds of his footsteps, she felt her throat burning.

So our last two sentences talk about what she could feel so I can tick off that, so I've used nearly all of the senses, now have I got character reaction? Have I shown how she reacts to what's happening? I have, haven't I? Because here it says she dashed even faster, that was her character reaction.

Sorry that was her reaction to the giant being so close behind, so I can tick that off.

adjectives and adverbs i have got some adjectives here, haven't I? Fiery and glaring describe his eyes.

Have i got any other objectives, no.

I might want to add a few more in, but I might not I think fiery and glaring are really powerful ones.

So I've used adjectives, now, I don't Have an adverb do I? I don't have any adverbs so I might add one of those in now, and I want to add my adverb in, after darted to show how singing frog darted through the forest.

So i wonder if you've got any ideas for me? Can you tell me some ideas? Go on and give me an adverb? How did she dart through the forest? Oh, brilliant I'm hearing some great ones.

I'm going to jot them down here, you said quickly.

You said desperately, and you said, hurriedly, hurriedly.

So quickly and hurriedly both add to this sense of how fast she's moving, so I could say singing frog darted hurriedly or quickly through the forest.

Desperately shows that she's desperate to get to her destination, she's desperate to get that fire to safety, so I think I like desperately.

I'm going to choose that for mine.

So I'm going to put a little triangle here without a bottom that shows us I want to add something in and I'm going to write desperately up here watch me write it tricky to spell des pera tely, desperately.

Okay, desperately there's an a there even though it doesn't sound like it.

So singing frog darted desperately through the forest.

Now so now I've got an adverb, I can tick that off.

I think I do want to add an adjective to describe his sweat.

I want to describe the smell of his sweat in a bit more detail, so I'm going to use the word salty.

I think his sweat smells salty.

So I'm going to write that here after his salty.

So now my sentence reads, he was so close that she could smell his salty sweat.

So those are all my edits that I am going to do to improve my work, so let's read my finished piece all the way through ready? Singing frog darted desperately through the forest.

The fire giant was right behind her, she could see his fiery, glaring eyes.

He was so close that she could smell his salty sweat, she dashed even faster, he was panting and shouting, stop thief, give me back my fire.

She could feel the thuds of his footsteps, she felt her throat burning.

So we have used almost everything in the toolkit.

And we have written a fantastic piece to paint a really vivid picture for the reader to describe that scene, so now you've seen me reread and edit my work, i would like you to do the same thing for your piece of writing.

So pause the video now and do that.

That brings us to the end of our learning and the end of this unit, i am really proud of all of the fantastic hard work that you have put in to writing these story scenes with such vivid description.

I would absolutely love to read your fantastic writing.

So if you would like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @Oak national @Katie Baron, and hashtag learn with Oak.

So that's all for me in this unit but I will see you again in unit two when we are going to recycle this story, which means we're going to change it and make it our own full of our own ideas, it's going to be really exciting and a lot of fun, so I can't wait to see you then.

Until then, keep telling stories.

Bye.