Lesson video

Hello everyone.

My name is Ms. Barron, and welcome to lesson 10 in our recycling unit.

This is our last lesson, I can't believe it.

We have worked so hard in this unit, creating and telling and writing our new recycled stories.

In today's lesson, we are going to finish writing those stories.

We are going to be writing the ending today, and then we are going to tell our finished written stories.

So before we begin that, I would like to start the lesson today by singing our song verses about the ending of our stories.

So I would like you to join in with me singing the ending verse of my story.

And then if you'd like to, you can pause the video and sing the song about the ending of your story.

So I'm going to sing the verse twice.

Join in with me as soon as you can.

♪ I see the rain fall down, ♪ ♪ I hear the sound of stories.

♪ ♪ I feel people's happiness.

♪ ♪ That's how I describe it.

♪ Okay, join in with me again, all the way through with the actions.

Let's go.

♪ I see the rain fall down.

♪ ♪ I hear the sound of stories.

♪ ♪ I feel people's happiness.

♪ ♪ That's how I describe it.

♪ Brilliant job, well done for joining in with me.

Now, if you'd like to, you can pause the video and sing the song about the ending of your story.

So pause the video and do that now.

So today we are going to be writing the ending of our recycled stories.

And this is what the lesson is going to look like.

First, we will do a quick spelling activity.

Then we are going to recap the ending of our stories.

We're then going to do some shared writing together.

Then you are going to finish writing the ending of your story independently.

And finally, we are going to tell our finished written stories.

So in today's lesson, you will need an exercise book or a piece of paper to write on, a pencil to write with.

And your boxing up grid from lesson six, as well as your writing from lesson nine.

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

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

So let's begin with our spelling activity.

Now, we know that we have been learning the spellings of words which have the sound or in them, spelt with a before an l or a double l.

So here are some of our spelling words from the last few lessons.

Let's read them together.

Walk, talk, wall, small, fall, all, almost, already, also and always.

Did you hear the or sounds in all of those words, but notice that that sound is always spelled a before l or double l in those words? So those words are words that we cannot sound out.

We just have to learn them.

We have to just practise spelling them.

And that's what we've been doing over the last few lessons, isn't it? Now today, I would like you to do something really creative with our spelling words.

I would like you to write an acrostic poem with at least three of your spelling words.

So what is an acrostic poem? Well, let's have a look at mine down there on the screen.

See if you can work out what an acrostic poem is, from my example.

I'm going to read it to you.

Where are all the stories? Are they in the sky? Leave everything behind.

Keep your wits about you.

So to keep your wits about you, means to keep alert.

Now, go and then have a look at that poem.

What do you think an acrostic poem is, looking at my example there? Tell me your idea to the screen now.

Say, I think an acrostic poem is, tell me to the screen.

Well spotted, you are right.

So an acrostic poem is where each line begins with a letter from the word.

So let's have a look at the word, walk.

That's my spelling word that I've chosen to use.

You can see that the first line of my poem begins with the letter w, the first letter in my spelling word.

The next line begins with the second letter, a.

The third line begins with the third letter in my word, which is l.

And then the last line begins with the last letter in my word, k.

So that is what an acrostic poem is.

I would like you to have a go at writing your own acrostic poems, or at least three of these spelling words in the pink boxes on your screen.

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

Now, then we are going to just quickly edit what we wrote in lesson nine before we move on to writing the ending of our story, It's really important that we edit as we go along to make sure that our writing is the best that it can be.

We now know that the first thing we always do when we come to edit our work is to read our writing back.

So listen to me, read my piece of writing from lesson nine, Hummingbird rocketed as fast as she could out of the cave.

"Get back here!', yelled Angry Bat.

"You cannot keep all the stories for yourself.

They belong to everyone." replied Hummingbird.

Angry Bat reached out to grab her.

There was Sister Rabbit.

Hummingbird hurled the stories to Sister Rabbit.

Angry Bat was right behind her.

She threw them to Brother Badger.

He lobbed them to Sister Fox.

Angry bat was just about to grab her, when Hummingbird appeared.

She threw them to Hummingbird who caught them in her beak.

So this is the part that you helped me to write in lesson nine.

And then the part in red is what I carried on writing independently to finish that scene.

So let's have a look at the things that we've done well from the toolkit.

Now, have I shown them what can be seen? I have, haven't I? Because I've written lots about what we can see.

We can see that Hummingbird rocketed out of the cave, that Angry Bat chased her.

And then we see Hummingbird throw the stories to Sister Rabbit, who threw them to Brother Badger, who threw them on to Sister Fox, who threw them back to Hummingbird.

So I've got lots of things that can be seen.

So I can tick that.

Now, have I mentioned what can be heard? Yes, I have, haven't I? Because we've got the speech from the characters.

We can hear what they're saying.

So we can hear that Angry Bat, yelled, 'Get back here.

' And that Hummingbird replied, "You cannot keep all the stories for yourself.

They belong to everyone." So I can put a tick there too.

Now, I haven't mentioned anything about what can be smelt or tasted.

What about felt? Well, we can probably feel Bat's anger, I think.

We've said that he is angry and I wonder whether we can add something then, when we come to edit.

Can we add something about these senses? Let's have a think about that.

So character reaction, have we got that? We have, haven't we? All the way through, we've got the bats reaction at having Hummingbird snatching his stories.

Then we've got all of the other characters reacting to being chased by Angry Bat.

So I can definitely tick that.

Have I got adjectives? Well, I have got the adjective angry, haven't I? Here, and then again here.

Have I got any adverbs? I don't have any adverbs yet, so I might want to add an adverb in.

So let's have a look at some of the things we might add in to our piece of writing out to improve it even further.

I think I'm going to leave, smell and taste, but I would like to add something in about feeling.

I think I'm going to say how Hummingbird felt and I'm going to put it here.

So this is a good part to put in a feeling.

Angry Bat reached out to grab her.

So just as he reaches out to grab her, what can Hummingbird, or what could our main helper feel? I'm going to write, she could feel his fury.

He's so close to her now that she can feel his rage, or his fury.

Fury or rage means really intense anger.

So again, I'm going to draw a triangle with the bottom of it missing to show this I'm going to add in a sentence.

And it's going to be, I'm going to start writing it here, she could feel, she could feel his fury.

F-U-R-Y spells fury, full stop.

So I've got feeling now, I'm going to put a tick there.

And I'm going to add an adverb too, and I'm going to add an adverb here, to say how Hummingbird replies to Angry Bat.

So what does she say? She says, "you cannot keep all the stories for yourself.

They belong to everyone." replied Hummingbird.

Now, I'm going to put my triangle in here to show that I'm going to add a word, and that word is going to be firmly.

I think she says it to him, firmly.

Which means that she means it.

Then I'm going to put my full stop at the end of firmly now.

So my new sentence there is going to be, "You cannot keep all the stories for yourself.

They belong to everyone" replied Hummingbird firmly.

So now I can tick adverb too.

So, you've just seen me edit my piece of work.

I would like you to have a go at doing the same thing for your piece of work.

So now that you've seen me edit my piece of writing, I would like you to do the same thing with yours.

So pause the video now and do that.

Now it's time to recap the ending of our stories.

So these are the sections from our map that we are going to write today.

It's the last two pictures on our map, for our ending.

So listen to me retell my story ending from my map.

And then you're going to do the same thing with your ending.

Hummingbird threw the stories into the cloud, it began to rain.

It rained down stories onto the land.

Soon, all of the seas and the rivers and the lakes were full of stories.

The humans drank them in, until they were full of stories too.

In the evenings, they told stories together.

They swapped stories.

They weren't bored anymore.

They had fun and they were happy.

And that is why we have stories in the world today.

That is why humans are full of stories.

It's all thanks to Hummingbird, Sister Rabbit, Brother Badger and Sister Fox.

So that is why we have stories in the world.

And that is how Hummingbird brought the stories back to earth.

So that was me telling the ending of my story, using my map to help me.

I would like you to pause the video now and retell the ending of your story, using your story map or your boxing up grid to help you.

Now it's time for our shared writing.

So let's begin writing.

Now, once again, I am going to make sure I've got my boxing up grid to help me.

So I know that I am writing the ending of my recycled story today.

So those are the pictures that are going to help remind me what to write.

And here are some key words to help me too.

So I'm going to pop that to the side of me so that I can see it and use it.

I would like you to do the same thing now with your boxing up grid.

Brilliant, now then, as always, we need to make sure that we have got our toolkits written down, and we've got a box to write our ideas in as we go along.

So just like usual, the first thing I would like you to do is to pause the video and make sure that you have your toolkit written somewhere where you can see it to remind you of the things that you need to do to make your description vivid today.

And that you've got somewhere to jot down your ideas.

So pause the video now and do that.

Brilliant job, well done.

So let's just remind ourselves of our toolkit.

We know that we need to use the senses.

We know that we need to show character reaction and use adjectives and adverbs to help paint a really clear picture for our reader.

Now, then my ending of my story might be very different to the ending of your story.

So I'm going to do my best to help you today, by coming up with some key questions that you can use to help guide you through your ending as I write mine.

So my first key question for you to think about is, what did your last helper do with the object? What did your last helper do with the object? So I would like you to jot down some ideas in your ideas box now, for that.

In my story, Hummingbird, who is my main helper, remember Sister Fox threw them back to Hummingbird, didn't she, at the end of what I wrote in lesson nine? So my sentence is going to be, Hummingbird threw the stories into a cloud.

So that's what my last helper did with the object.

What did your last helper do? Jot down your idea.

Now I'm going to write to my sentence in black.

So, capital letter to start my sentence.

Hummingbird threw the stories into a cloud, full stop.

Hummingbird threw the stories into a cloud.

So, be thinking about what last helper did with them.

Now then, your next question, what happened next? So what's happened next in your story? In my story, it began to rain, didn't it? It began to rain down stories.

So my sentences here are going to be, it began to rain.

Stories rained down.

So that's what I'm going to write.

It began to rain.

It began to rain, full stop.

Stories rained down.

Stories rained down.

Now I think I'm just going to add a little bit more actually.

Stories rain down onto the land.

Onto the land.

So I want you to think about what's happened next.

So, this is about how your humans got hold of the object again.

So jot down an idea in your ideas box to help you.

Now then, in my story, it began to rain.

Stories rained down onto the land.

Where did they rain down? That's what I need to write now.

So I'm going to write, they rained into the seas, the rivers and the lakes.

They rained, can I fit rained in there.

Can, can't I? They rained into the seas, comma, relist, the rivers and the lakes.

Now these sentences are all about how the object got back to the humans.

So be thinking about how that happens in your story.

They rained into the seas, the rivers and the lakes.

Then in my story, people drank the stories in, didn't they? So I'm going to say, people drank in the stories.

People drank in the stories, full stop.

Now then, I would like you to pause the video here and make sure that you've got some ideas in your ideas box to answer those first two questions.

So the first question was, what did your last helper do with the object? And the second question was, what happened next? How did the humans get hold of the object, once again.

The object that they'd been missing all of this time.

So pause the video now.

You don't need to write your full sentences like me.

I would just like you to jot down some of your ideas, pause the video now and do that.

Fantastic job, well done for writing those ideas down in your ideas box that you can use when you come to write this scene.

Now, the next question that I want you to think about is, what was the result? So what did the humans do with the object now they've got it back? What did they do with it? Have a think about that question and jot down some ideas in your ideas box.

So in my story, I'm going to say, they spent their evenings telling tales and swapping stories.

That's what they did with the stories.

So they spent their evenings, they spent their- And remember T-H-E-I-R spells their.

It's a really tricky one to remember that.

They spent their evenings telling tales.

Telling tales, and telling tales here, I mean telling stories.

I don't mean when say telling tales, as in to tell lies about each other or to tell fibs.

So they spend their evenings telling tales, telling stories.

Tales is another word for stories and swapping stories.

And swapping stories, full stop.

So jot down your idea.

What did they do with the object? Now, I'm also going to add another sentence here.

They learnt all about life and the world.

So what did they get out of it? That's your next question.

They learnt all about life and the world.

That's going to be my sentence.

They learnt all about life and the world.

Now then, how did they feel? So your next question to think about is, how did the humans feel now they have the objects back? Again, jot down some ideas.

So in my story, I'm going to say, they were not bored anymore.

They were not bored anymore.

Let me move my page up so you can see, they were not bored anymore, full stop.

They were happy.

They were happy, full stop.

So I've just written these few sentences here.

Let's read them.

They spent their evenings telling tales and swapping stories.

They learnt all about life and the world.

They were not bored anymore.

They were happy.

Now I would like you to pause the video here and just jot down some ideas to answer those three questions in your ideas box.

To listen to the questions again, what did the humans do with the object once they got it back? What was the result of that for them? So what did they learn? What did they get out of it? And finally, how did they feel? How did they feel now they have that object back? So jot down some ideas in your box to answer those three questions.

Remember you don't need to write full sentences at this point, just ideas.

So pause the video now and do that.

Brilliant job, you're back.

Gosh, you're going to have so many ideas ready to help you with your writing.

So now I am going to write the final few sentences of my story.

And that is to show what we've learnt as a result of this story.

So in my story, it's going to be, we've learnt that that is why humans are full of stories.

That is why we have stories on earth and humans are the storytelling animal.

So I'm going to say, that is why.

So I would like you to start your sentence for your story like this too.

That is why humans are full of stories.

This is what we learn as a reader, isn't it? That is why humans are full of stories, full stop.

So I would like you to jot down an idea.

What do we learn as readers of your story about what we've got now as humans, because of what these animals did.

So jot down your idea.

Now then, I'm going to write my next sentence, who do we have to thank for this? It's our characters in our story, isn't it? So my sentence is going to be, we have Hummingbird, Brother Badger, Sister Rabbit, and Sister Fox to thank.

So we have, and then I'm going to list my characters names.

We have Hummingbird, again comma's, because I'm writing a list.

We have Hummingbird, Sister Rabbit, comma, Brother Badger and Sister Fox to thank.

Sister Fox to thank, full stop.

So that is going to be my section that I'm going to write today.

Now then I would like you to jot down your ideas about what we learn as a reader and who we have to thank for your story.

So let's just read my sentences again.

That is why humans are full of stories.

We have Hummingbird, Sister Rabbit, Brother Badger and Sister Fox to thank.

So, I think you can do that last sentence really easily.

You know who your characters are, but maybe just jot an idea now about what we learn as readers.

So pause the video and do that.

Fantastic job, so now you should have a box full of ideas using those questions to help you.

Now let's just read back through my finished piece of writing, and then it's going to be your turn to write your ending.

So, are you ready? Hummingbird threw the stories into a cloud.

It began to rain.

Stories rained down onto the land.

They rained into the seas, the rivers and the lakes.

People drank in the stories.

They spent their evenings telling tales and swapping stories.

They learnt all about life and the world.

They were not bored anymore.

They were happy.

That is why humans are full of stories.

We have Hummingbird, Sister Rabbit, Brother Badger, and Sister Fox to thank.

Now it's your turn to write the ending of your story.

Now, this is really important.

I would like you to make sure that you use the questions in the green box on the screen to help guide you through sentence by sentence.

And there is my ending on the screen to help you, if you would like to look at it.

So pause the video now and write the ending of your story using those key questions to help you.

So now you have your finished written story.

What an amazing achievement.

You have worked so hard on those stories over the past few lessons.

I can think of no better way to celebrate than to tell your written story.

So why not tell it to someone else in your household, to a friend maybe, or to one of your toys.

And when you tell it, ask them to listen really carefully and then tell you their favourite part of your story and say why.

Now I would like you to wait until the end of the lesson to do that.

So that can be something to do after we finish, because I just have one more important message to tell you.

And that is that I would absolutely love, love, love, love to read your written stories.

Your recycled stories that you have worked so hard on in this unit.

So if you would like to then please ask your parent or carer, to share your work on Instagram, Facebook, or Twitter, tagging @OakNational, @KateBarron and #learnwithOak.

And that brings us to the end of our learning today.

So just before we finish, and I say my goodbye to you, I would like us to sing our description song together one last time.

So, we know that in the past two units, we have been learning all about description.

And we now know how to tell stories and write stories with really vivid description.

So I would like to celebrate that by singing our description song one final time together, are you ready? Sing it with me.

♪ Description description.

♪ ♪ How shall we do it? ♪ ♪ Description, description.

♪ ♪ How shall we do it? ♪ ♪ How does it look? ♪ ♪ How does it sound? ♪ ♪ How does it smell? ♪ ♪ How does it taste? ♪ ♪ How does it feel? ♪ ♪ That's how we do it.

♪ Woo, brilliant job.

Well done for joining in with me then.

So you can now sing that song whenever you want to.

When you're telling or writing stories to remind you always how to make your description vivid.

And so that is the end for me in this unit.

I have really, really loved working together with you.

And I can't wait to read your stories that you are hopefully going to send me.

So I will see you in unit 19, when I'm going to tell you another one of my favourite stories.

So see you then, bye everyone.