Lesson video

Hello, super storytellers, and welcome to this English lesson.

This is lesson seven of this unit, and my name is Ms. Cashin.

Now you might have noticed if you've already been doing this unit with me, that I am somewhere different.

Can you guess where I am? Can you tell me? I am at my mom's house.

I love visiting my mum.

I want to hear you really like visiting.

Can you tell me? I have lots of learners telling me about all sorts of exciting people that they love to visit.

Today we are going to carry on learning about instructions and we're going to see if we can identify some features of instructions.

That means we're going to think, do I know what has made this a brilliant instruction? We're going to be reading some instructions today, all about the treacherous stone giants.

So let's find out how we can defeat the stone giants.

We're going to start this lesson with a game.

Then we're going to check our strategy before we go on to read.

Then we're going to read some instructions together and see if we can identify the features of those instructions.

These are things that you're going to need in this lesson.

You're going to need something to write on.

So an exercise book or a piece of paper and something to write with.

You're also going to need of course your brilliant, brilliant brain.

So if you need to go and get any of those things, so you're ready for our lesson, you can pause the video now and go and get them.

Fantastic, you are all ready for our learning.

So let's get started with our game.

For our game today, for our game today, I am going to interview you, a real life giant catcher.

And because I am going to be asking you some questions, I've got a remote control here that I'm going to use as my microphone.

So I might say, what is your name? And then you could tell me.

If you'd like to, you can pause the video now to go and get something to be your special microphone.

So you can pause the video now to go and get your microphone.

Fantastic, we're all ready for our interview.

Here's my first question for you.

Why do you enjoy catching giants? Have a think.

Why do you enjoy catching giants? What's enjoyable about it? Is it fun? Is it exciting? Is it dangerous, but you really like that? Why do you enjoy catching giants? Can you tell me? I heard some learners say that they think it's really fun to go and catch giants because they get to go on lots of adventures.

I heard some learners tell me that they liked to be outdoors all day.

I heard some learners tell me that they feel so tired at the end of the day, but that they've done something really important.

They've kept people safe from the giants and that's why they really enjoy being a giant catcher.

What skills do you need to be a giant catcher? Have a think.

What skills do you need? What do you need to be able to do to be a good giant catcher? What skills do you need to be a giant catcher? Oh my goodness.

I heard some learners say that you need to be very good at running and sneaking and walking to places that are very far away.

You also need to be good at being patient.

So if your plan isn't going right, you can wait.

You also need to be very, very clever, so that you can think through your plans to capture giant.

A tricky question here.

What is the most frightening.

Read that question wrong, I have to try that again.

What is most frightening about the fire giant? So many frightening things about the fire giant.

What is the most frightening thing? What is most frightening about the fire giant? Can you tell me? I heard some amazing answers from our learners.

I heard some people say that the most frightening thing about fire giant is that it's on fire all the time, so you can't go too close to it.

I heard some people say that the most frightening thing about the fire giant is it's size, it's just so enormous.

I heard some people say that the most frightening thing about the fire giant is that it takes so much water to extinguish him.

So it can take a really long time for the fire giant to go out.

A tricky question here.

How would you defeat a stone giant? How would you defeat a stone giant? What would you use? What equipment might you have? How would you defeat a stone giant? Can you tell me? Oh my goodness, so many ideas.

I heard some learners say that they would use a big stone hammer.

I heard some learners say that they would trap a stone giant.

I heard some learners say that they would give him something to eat like we did to the fire giant.

Maybe he likes to eat stones.

That was fantastic, I really enjoyed interviewing you.

Thank you so much.

Now we're going to check our strategy.

These are the three things that we're going to need for our reading You need your magnet eyes to follow what we're reading and then to read it yourself.

You need a listening ear.

And then when you read yourself, you need to use your sounds and listen.

Then you need your finding finger to find the features of some instructions.

So now we're going to read together and then we're going to identify some features of instructions.

We're going to start with our instruction, which tells us what our instructions are about.

So I'm going to read it and then you will have a go at reading it yourself.

So you put your magnet eyes on the first word, introduction.

Introduction.

Hello, I am an expert at defeating giants.

I have defeated garden giants, flower giants, and even city giants.

However, my favourite giant to defeat is the abominable stone giant.

They look like stunning statues, but they can be very dangerous.

If you read these instructions you will know how to defeat them too.

Okay, I've got the start of a sentence here.

It says in pink at the top, these instructions are about.

What are these instructions about? We know it's about giants, but I want to know a bit more detail.

So you need to think through, read, use your sounds to help you, and then see if you can use your finding finger to find the sentence that tells you what are these instructions about.

So pause the video to see if you can finish this sentence.

Well done super readers.

Let's have a look.

There's the sentence that I thought was the most important.

It says, if you read these instructions, you will know how to defeat them too.

How to defeat what too? What sorts of giants are we looking at? Did you find it? It's the stone giants.

We know that their favourite giant to defeat is the stone giants, and it says at the end, if you read these instructions, you will know how to defeat the stone giants too.

Well done if you found that sentence, or if you were able to explain that these instructions are about defeating the stone giants.

When you write your instructions later in this unit, in your introduction, you will have to introduce the fire giant as well.

Okay, here is our equipment list.

I'm going to read it first and then I'm going to give you some questions.

Magnet eyes on the first word, equipment.

Equipment, to successfully catch a stone giant you will need a stone hammer, a strong shovel, a bag of small round pebbles, a bag of soft sand.

Okay, I've got the beginnings of two sentences here, and we're going to think about the features of our equipment list.

My first sentence in pink says, we need an equipment list because.

Why do we need an equipment list? What does this equipment list tell us? Then it says the adjectives used are.

Can you spot the adjectives in our equipment list? Remember our adjectives describe a noun.

So they describe the things in our equipment list.

So pause the video now, read through and use your sounds, and see if you can complete these two sentences.

Well done super readers, let's have a look.

We need an equipment list because, we need to be able to tell people what they need.

So that is the purpose of our equipment list, to tell people what they need to follow our instructions.

And we know a feature of an equipment list is the adjectives that we have because they describe the things that we need.

If you needed a hammer, you will need to know that it is a stone hammer.

So that describes the hammer.

We had a strong shovel.

So that's another adjective, strong.

We need a bag of small, round pebbles.

So people know what sort of pebbles to get.

We don't want really big ones.

And a bag of soft sand.

So our adjectives are stone, strong, small and round, and soft.

So those give us some details about the things that we need in order to follow our instructions.

Let's have a look at the next bit of our instructions.

We're onto the instructions themselves now I'm going to read, and then you will have a go at reading for yourself.

Your magnet eyes on our first word, instructions.

Instructions.

One, first walk to the stone giants cave.

Two, next, quietly sneak up to the entrance to check the stone giant is inside.

Three, after that, dig a deep hole near his cave and fill it with soft sand.

There's a lot in there.

I'm going to read it again.

Instructions.

First, walk to the stone giants cave.

Two, next quietly sneak up to the entrance to check the stone giant is inside.

Three, after that dig a deep hole near his cave and fill it with soft sand.

Okay, lets have a look at what we're going to be thinking about.

We're thinking about time words, we know that we have time words in our instructions.

The time words are, see if you can find the time words in this set of instructions.

Next sentence says, they help the instructions to be clear because.

How do our time words help our instructions to be clear? So you pause the video to see if you can find the time words and explain how do they help the instructions to be clear? Well done super readers.

Let's have a look at where those time words were.

There they are, they were at the start of each instruction.

So we have the first, next, after that.

I wonder can anyone tell me any other time words that we could have? First next, after that.

Has anyone got any other ideas? I heard some fantastic ideas.

I heard finally we could have, secondly, even then, that tells us that we have to do it after the thing that we did before.

And they help our instructions to be clear because they tell us the order that we do things in.

So well done if you're able to find those time words and if you know that we need those in our instructions so it's clear what we need to do next.

Let's have a look at our next set of instructions.

Magnet eyes on first word, lay.

I'm going to read first.

Lay a trail of pebbles from the front of the house to the sandpit.

Five, knock on the door.

If you hear the stone giant coming to answer, run around the corner.

Six, quietly watch as the stone giant begins to eat the delicious pebbles.

So we've laid a trail of pebbles, knocked on the door and run away, and then we're watching as the stone giant eats them.

So we're tricking him just like we tricked the fire giant.

The stone giant is going to eat up those pebbles.

Let's have another read because there's a lot of information in there.

Magnet eyes on the first word, lay.

Four, lay a trail of pebbles from the front of the house to the sandpit.

Five, knock on the door.

If you hear the stone giant coming to answer, run around corner.

Six, quietly watch as the stone giant begins to eat the delicious pebbles.

Okay, let's have a look at which feature of instruction we're looking at.

We're learning about our imperative verbs.

So the imperative verbs are, can you spot where our imperative verbs are? Remember, the imperative verbs are the things that we are doing and they're imperative verbs because we are telling you to do them.

So you need to look for those things that you are doing in the instructions and the words that make you sound a bit bossy.

I've even got a challenge.

Can you spot the adverb? And if you spotted the adverb, I've got another challenge for you.

Can you find somewhere that you might add an adverb? So spot the imperative verbs, and then you can do the challenges if you want.

So pause the video now to do that.

Well done super storytellers.

Let's have a look at those imperative verbs.

There they are, they are all the pink words.

So we've got lay a trail of pebbles, knock on the door, and then it was a bit more tricky 'cause I hid my imperative verbs in different places.

They weren't always at the beginning of a sentence.

So you've got lay a trail of pebbles, knock on the door, run around the corner and watch as the stone giant begins to eat the delicious pebbles.

We've got that adverb there.

The adverb was quietly.

Quietly watch.

Why do you think we need to watch quietly? Why do we need to watch quietly? Can you tell me? I heard some learners say that we need to watch quietly so that the stone giant doesn't notice that we are there.

I wonder if anyone did my extra challenge and added an extra adverb.

We've got our different imperative verbs here.

You could add a different adverb to modify them.

Can you tell me a different adverb? I heard knock on the door loudly.

I heard lay a tray of a pebbles carefully.

I heard run quickly around the corner.

So many amazing ideas.

When we write our instructions, they are going to be amazing.

Okay, we've got some more instructions to read here.

And I think this is the last bit of our instructions.

So we'll find out how we defeat the stone giants.

Put your magnet eyes on the first word, when.

When the stone giant reaches the sandpit, wait patiently for them to get in.

Sneak up with a hammer if they are playing.

So you want to see them playing in the sand pit.

Smash the stone giant with the hammer when they aren't looking.

If they smash into tiny pieces, you have defeated the stone giant.

It's such a good plan.

So we wait for them to get to the sandpit.

They want to play in the sand 'cause sand is made up of little bits of stone and they love it.

When they're playing in the sand pit, you come up with your hammer, smash them into tiny pieces I'm going to read it again because there's a lot to take in there.

Magnet eyes at the start.

Seven, when the stone giant reaches the sandpit, wait patiently for them to get in.

Eight, sneak up with a hammer if they are playing.

Nine, smash the stone giant with the hammer when they aren't looking.

10, if they smash into tiny pieces, you have defeated the stone giant.

The subordinating conjunctions are.

Can you find the subordinating conjunctions? We know that conjunction links two different clauses together, and we're looking for those subordinating conjunctions.

Then I've got a challenge.

How do they improve the instructions? What is the purpose of using subordinating conjunctions in our instructions? So pause the video now.

Read it to yourself, listen, and use your finding thinker to find those subordinating conjunctions.

So pause the video and off you go.

Well done superstars.

Let's have a look at where those subordinating conjunctions were.

There they are, they are in pink.

And you can see that sometimes they're in the middle of a sentence, and sometimes they are at the start.

When the stone giant reaches the sandpit wait patiently for them to get in.

So you only wait patiently when they're at sand pit, sneak up with a hammer if they are playing.

So don't do it if they're not playing yet.

Smash the stone giant with a hammer when they aren't looking.

Don't smash them with a hammer if they are looking at you.

If they smash into tiny pieces, you have defeated the stone giant.

So if they don't smash into tiny pieces, you haven't defeated them yet.

I wonder if you did the challenge, how did they improve the instructions? Can you tell me what you thought? Let me get my ear there, there we go.

I heard some learners say that they improved the instructions by adding detail.

I heard some learners say that they improved the instructions because it makes it easier to follow because you know when to do things.

I had some people say that it helps you to know if you've done something enough.

So you have to smash them with a hammer until they're in tiny pieces.

If they're not in tiny pieces, you're going to have to do it again.

Well done if you were able to spot those, and if you understand how they improve our instructions.

When you write your instructions, you will be able to use these words as well.

I wonder if you have the time and the energy for a challenge.

I am sure that you do.

This says, which imperative verb would you use? If the stone giant sees you away.

Would you sneak away, run away, walk away, jump way, or crawl away? So pause the video and have a think which imperative verb would you use? Well done super storytellers.

Can you tell me which imperative verb you would use? There were so many different ideas.

I heard some people say that they would sneak away because they would try to get away from the stone giant and then sneak so they couldn't hear them.

I heard some people say that they would run away because if the stone giant had seen you you're just going to have to run.

I heard some people say that they wouldn't walk away because that wouldn't be quick enough.

Well done for your brilliant ideas.

You have worked so hard today on spotting featured instructions.

And I would love to hear some of your answers or see if you ever wrote any down.

So remember, you can always share your work with Oak National.

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

I would absolutely love to see your amazing work.

In our next lesson we're going to start writing our own instructions with our own imperative verbs, our own subordinating conjunctions, and our own adjectives to describe all those things that you are going to need.

So I can't wait to get started.

So I hope to see you then super storytellers, goodbye.