Lesson video

Hello, super storytellers and welcome to this English lesson.

This is lesson four of this unit, where we're writing instructions all about defeating fire giants.

My name is Miss Cashin.

In this lesson, we're going to be using two special words.

Those words are "when" and "if." They're subordinating conjunctions and we're going to use those words so we can add some detail to our instructions.

So let's see what we're going to be doing in our lesson so that we can write some instructions with those words.

We're going to start today's lesson by singing a song about the fire giants, and it's going to have our conjunctions in, "when" and "if." Then we're going to see if we can identify some subordinating conjunctions in sentences, and then once we've done that, we're going to see if we can write our very own instructions with some subordinating conjunctions.

This is what you're going to need for our lesson.

You need an exercise book or some paper.

He needs something to write with, a pen or pencil, and of course, you need your fantastic brain but hopefully you already have that.

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

Well done, super storytellers, you are all ready for our learning now.

So let's start by singing our song.

Here's the first verse of our song.

I'm going to sing it and then I'll sing it again, and you can see if you can join in.

♪ When you get to the house, to the house, to the house ♪ ♪ When you get to the house, dig a hole ♪ Let's see if you can join in.

♪ When you get to the house, to the house, to the house ♪ ♪ When you get to the house, dig a hole.

♪ Amazing singing! Here's our next verse.

I'll sing it, and then you can see if you can join in.

♪ If the giant stays inside, stays inside, stays inside ♪ ♪ If the giant stays inside, sing some more.

♪ Let's do it together.

♪ If the giant stays inside, stays inside, stays inside ♪ ♪ If the giant stays inside, sing some more ♪ Fantastic.

Next bit, listen.

♪ When the giant's at the hole, at the hole, at the hole ♪ ♪ When the giant's at the hole, push him in ♪ All together.

♪ When the giant's at the hole, at the hole, at the hole ♪ ♪ When the giant's at the hole, push him in ♪ Amazing, one last verse.

♪ If the giant won't go out, won't go out ♪ ♪ If the giant won't go out, pour more water ♪ What an amazing singer you are.

Let's see if we could do it all the way from the beginning.

So I'm going to go back to the beginning.

Let's see if we can do this.

One two three and ♪ When you get to the house, to the house, to the house ♪ ♪ When you get to that house, dig a hole ♪ ♪ If the giant stays inside, stays inside, stays inside ♪ ♪ If the giant stays inside, sing some more ♪ Amazing.

♪ When the giant's at the hole, at the hole, at the hole ♪ ♪ When the giant's at the hole, push him in.

♪ Amazing last bit.

♪ If the giant won't go out, won't go out, won't go out ♪ ♪ If the giant won't go out, pour more water.

♪ What incredible singing.

Now that we've warmed up with some singing and in our singing song, we used some of our subordinating, conjunctions, we are going to see if we can identify them in some sentences.

So here I have got two separate sentences.

They each have a capital letter at the beginning and a full stop at the end.

I'm going to read them.

The fire will go out.

The water is poured.

First sentence: The fire will go out.

Second sentence: The water is poured.

I'm now going to link those two sentences with a subordinating conjunction.

Let's see what happens.

I'm going to read it.

The fire will go out when the water is poured.

Get your finger ready.

Can you point to the subordinating conjunction? It's "when" and it's there in a different colour so we can see it.

The fire will go out when the water is poured.

I've linked my two sentences together.

"The fire will go out" is my main clause.

"When the water is poured" is my subordinate clause.

"The fire will go out" is my main clause and then the next bit of the sentence adds more detail to that.

The fire will go out when the water is poured.

I have more information now about what would happen for the fire to go out.

I can also move around where my subordinating conjunction is.

When the water is poured, the fire will go out.

This time, I have my main clause at the end, and my subordinate clause at the beginning.

When we're looking for a subordinate clause, because of the subordinating conjunction, it doesn't make sense on its own.

Let's read the pink clause, the subordinate clause, together.

When the water is poured.

That's not a sentence.

The fire will go out.

That is a sentence.

When the water is poured, the fire will go out makes one sentence together.

I've got two separate sentences here again.

Magnet eyes on the first bit.

I'm going to read it.

The giant will come outside.

Next sentence.

They hear the song.

Both my sentences again have their own capital letter at the beginning and a full stop at the end.

The giant will come outside hmm they hear the song.

I wonder what subordinating conjunction I could have here to link these two sentences together.

Let's have a look.

What word is in pink? Can you point to it and read it? It's the word "if." My subordinating conjunction here is "if." Let's read the whole sentence.

The giant we'll come outside if they hear the song.

Let's have a look at where my main clause is.

There it is.

The giant will come outside.

I then added detail to that.

I'm going to tell my reader more about the giant coming outside with my subordinate clause.

If they hear the song.

The giant will come outside if they hear the song.

I can change that around again so my subordinating conjunction is now at the beginning of the sentence.

There it is, if.

Let's read my new sentence where I've changed the clauses around.

If they hear the song, the giant will come outside.

There's my main clause still: The giant will come outside if they hear the song.

So I've changed it around, but my subordinate clause still gives me more information about my main clase.

Now that we've had a go at this together, you are going to see if you can identify subordinating conjunctions yourself.

Here is my first sentence.

Magnet eyes on the first word.

Hide behind a bush when you arrive.

Pause the video and see if you can think about what is the subordinating conjunction that I've used here, and can you work out where the subordinating clause is? Hide behind a bush when you arrive.

What's the subordinating conjunction? What's the subordinate clause? Pause the video now to see if you can do this.

Well done, storytelling superstars.

Let's see if you're able to work out what our subordinating conjunction is.

There it is.

It's the word "when." Hide behind a bush when you arrive.

It gives you more information about hiding behind a bush.

Let's see if we can find out where is our subordinate clause.

There it is: when you arrive.

So that means our main clause is "Hide behind a bush." I've got one more for you to do independently.

I'm going to read it.

Magnet eyes on the first word.

If you sing loudly, the giant will come out.

One more time.

If you sing loudly, the giant will come out.

Same as last time.

Can you work out which word is my subordinating conjunction? And then if you figure that out, where's the subordinate clause? So pause the video now to find those things.

Well done, storytelling superstars.

Let's have a look.

Where is that word? It was the very first word, if.

If you sing loudly.

That is our subordinate clause.

It tells us more about when the giant will come out or how the giant will come out.

The giant will come out if you sing loudly.

So that helps our instructions to be a lot more detailed.

Now you're going to watch me write some instructions with a subordinating conjunction, and then you'll have a go at doing it yourself.

I've got the best part of my instruction here, just like you will.

Place the chilli peppers on the path.

Now we know that we're going to extend our instruction today with one of our subordinating conjunctions.

Can you remember which two words we might use? That's right, one of them was "when." So I'm going to write that there to remind me, when, and the other subordinating conjunction that we might use is "if." When and if, so I've got them there to remind me.

Right, now I need to think about how I'm going to add some detail to my instructions today.

Place the chilli peppers on the path when you arrive.

Place the chilli peppers on the path if the giant isn't looking.

Ooh, place the chilli peppers on the path if you've remembered them.

Hopefully you will have if you've looked at our brilliant instruction list.

Right, I'm going to go with "Place the chilli peppers on the path if the giant isn't looking." I think that's going to be really, really important for us to successfully defeat the fire giants.

So, "Place the chilli peppers on the path if the giant is not looking." Right, I'm going to use my sounds for "looking." Luh-oo-kuh-ing, looking.

Place the chilli peppers on the path if the giant is not looking.

Full stop at the end.

I am really, really pleased with that instruction.

Let's have a look at my next start of my instructions.

Let's read it.

Push the giant in.

Now we know we could put a full stop there and that would be the end of my instruction.

Push the giant in, but I'm going to use one of those subordinating conjunctions to help me.

What were they again? When and if, so I'm going to put them there again, just to remind me.

So, mmm, let me have a think.

Push the giant in when they are looking into the hole.

Push the giant in if they can't see you.

Push the giant in when you are ready.

Ooh, lots of different ideas.

Push the giant in, how about "if they are distracted?" So that's telling my reader only push them in if they're not going to notice you, okay.

Push the giant in if they, it's one of our tricky words we just need to know it, T H E Y, if they are distracted.

Full stop.

Let me read that back.

Push the giant in if they are distracted.

Fantastic.

Okay.

Let's have a look at my last instruction.

Pour on water.

Ooh, what were those two subordinating conjunctions I'd want to use? That's right, when and if.

Pour on water if they are on fire.

So if they're still on fire, after they fallen into the hole, you just pour on the water.

Pour on water when they are in the hole.

I think that's really important.

So I'm going to use that.

Pour on water when they in the hole.

Full stop, I'm going to read it back.

Pour on water when they are in the hole.

Fantastic.

Okay, I've even got room at the bottom for my challenge, which is to change where my subordinate clause is.

So I'm going to have a look at my last one.

Pour on water when they are in the hole.

Here's my subordinating conjunction, "when." So this is my subordinate clause.

When they are in the hole.

When they are in the hole, pour on water.

Does that make sense that way around? When they are in the hole, pour on water.

It does.

So I'm going to change it around.

So this time "when" is at the beginning, so I need my capital.

When they are in the hole, comma.

Can I have a full stop? Because if I said, "When they are in the hole," full stop, my reader'd be going, "When they're in the hole what? I don't know what to do." When they are in the hole, pour on, oh, I might actually improve this and put "ice-cold water," because we know we need ice cold water if we're going to defeat the fire giants.

I'm going to read it back.

When they are in the hole, pour on ice-cold water.

So here my subordinating conjunction has started my sentence.

Now that you've watched me add some detail to my instructions by using a subordinating conjunction, it's time for you to do the same.

My first two sentences give you the subordinating conjunction to use.

So we've got "Dig a deep hole when," "Sing louder if," but the last two are a bit more tricky because you can choose which subordinating conjunction you would like to use.

So, "Use the ladder," "Sneak up," so that's up to you.

Your challenge that you saw me do is here as well.

Can you put the subordinating conjunction and then the subordinate clause at the start? So you can pause the video now to go and do your writing.

Well done, storytelling superstars.

You have worked so hard today with your instructions and now the next time you write instructions, you'll be able to make them so detailed by using those subordinating conjunctions.

You are such a superstar.

I would love to see some of your writing.

Remember, you can always share your work with Oak National.

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

In our next lesson, we are going to be reading some instructions all about how to defeat the wicked frost giants.

So I really hope that you'll join me for that lesson.

Bye, super storytellers!.