Lesson video

Hi storytelling superstars and welcome to this English lesson.

My name is Ms Cashin, and this is lesson eight of this unit.

I am so excited because we are going to begin writing our very own set of instructions.

We know the most important thing when we're making a set of instructions is that they really clearly tell you how to do something.

So whoever reads your instructions can do what you're setting out for them.

You know, that we are writing about defeating the evil fire giants.

And I know that you are going to be able to write some incredible instructions, so whoever reads them will be able to defeat the fire giants as well.

So let's see what we're doing in this lesson.

We're going to start today's lesson with a spelling activity.

Then you're going to talk through your introduction and your equipment list with your box plan that we made in lesson six of this unit.

If you have your box plan, that is fantastic.

If you don't have your box plan from lesson six, don't worry, you can still join in our lesson.

Then you're going to watch me write my introduction and then you'll write your introduction.

And then you'll watch me write my equipment list.

And then you will write your equipment list.

Then in lessons nine and 10, we will finish our instructions.

These are the things that you're going to need for today's lesson.

You need an exercise book or a piece of paper, and it would be brilliant if you had some lined paper to make your instruction writing extra neat and fantastic.

You're going to need something to write with, a pen or pencil and as I just said, you might want to get your box plan from lesson six, or even your story map from lesson two, to help you with your writing.

And of course, we're going to need our brilliant, brilliant brains, but I'm sure you've got that already.

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

Well done superstars you are all ready for our learning.

So let's get started with our spellings.

For our spellings, we are going to consolidate and review some sounds that you have already looked at or some spelling rules that you have already looked at.

If you haven't already looked at them in some of our earlier units, don't worry, you can still use your sounds to try and spell some of these words.

So we are looking at words where the 'U' sound is spelled with an 'O', let's practise that sound.

'U', 'U', 'U', fantastic.

I'm going to give you the start of some words and I'm going to tell you what the word is.

Then you need to pause the video and see if you can write that word using your sounds and remember when you get to the 'U' sound, it will be spelled with an O.

So let's have a look at our first one.

M, m, I remember this word, it's mother, mother.

Pause the video and see if you can spell the word mother remembering when you get to the 'U' sound it is spelled with an O.

So pause the video now.

Well done superstars.

Let's have a look at how we spell that word.

There it is, mother.

M-O-T-H-E-R, So when we got to the 'U' sound, it's swapped with an O.

Let's have a look at our next word.

A, A.

I remember this word, it's another, another, another.

Use your sounds and when you get to the 'U' sound, see if you can spell it with an O.

So pause the video now, spell the word, another.

Well done superstars.

Let's have a look at how we spelled that word.

A-N-O-T-H-E-R, another.

So when we got to the 'U' sound, we spelled it with an O.

Ooh, what word is this.

C, c, cover, that's it.

That you could cover yourself with a blanket cover, have a go at spelling this word and remember when you get to the 'U' sound, spell it with an O, cover.

Pause the video off you go.

Well done super-spellers.

Let's have a look.

There it is, cover, C-O-V-E-R.

Fantastic spelling superstars.

Now you can see me talk through my instruction and equipment list and then you'll have a go at talking through your introduction and equipment list.

If you did lesson six with me, you will already have your box plan and that's really going to help us today to talk through our language and to remind ourselves what happens in the introduction and what we need in our equipment list.

So I'm going to have a quick look here.

I've got my picture of my expert.

I've got the things that they have already defeated, the sorts of giants they've already defeated and I've got a love defeating the fire giant.

And here's some words I really want you to use.

It's got expert.

They smell like wood burning.

They look like the glowing sun and I've got dangerous.

Okay, I think I'm ready to talk through it now.

Hello, I am an expert at catching and defeating giants.

I have caught beanstalk giants, snow giants, and even frost giants.

But most of all, I love catching fire giants.

They smell like wood burning and they shine like the glowing sun, but they can be very dangerous.

I really liked that conjunction, but, so I'm actually going to just jot that down.

So I've just added it there because I think that's going to be really important.

Okay, now I'm going to go onto my equipment list.

So I've got my shovel and I needed that to be strong.

I've got my ladder and that needs to be tall enough to get out of that hole.

The chilli peppers haven't got any description for, but we know that fire giants only want to eat the most hot and spicy chilli peppers.

We've got our loud and maybe confident singing voice and the ice-cold bucket of water.

So I think I'm ready now.

And remember the purpose of this is to make sure that the reader has everything.

So we're going to make it very, very clear.

If you want to catch a fire giant, you will need a strong shovel, a tall ladder, a red hot chilli pepper, a loud, confident singing voice, a bucket of ice-cold water.

So now I've spoken through it with my box plan.

I'm really ready to go and do my writing.

Now that you've seen me talk through my box plan.

It's time for you to do the same.

So remember, today we are just focusing on our instruction and our equipment list.

There are three different things that you could do.

You could think through what you're going to write.

You could say it out loud and you could even jot down some words as you go, like how I jotted down that conjunction, but, because I thought I really want to remember that for when I do my writing.

I've got some sentence starters here to help you.

So you could say, "Hello!I am--, I have defeated--, My favourite giant to defeat--" A bit that I didn't even put in mind that would make your introduction incredible.

If you read these instructions, you will be able to defeat a fire giant too and then for your instruction for your equipment list sorry, you need-- So you can pause the video now to go and do that.

Well done, storytelling superstars, you are ready to do your writing now.

So you're going to watch me write an introduction that lets my reader know what the instructions are about.

And then you're going to have a go at writing those instructions yourself.

I am all ready to write my introduction now.

We know that the purpose for our instructions is to make it really clear what somebody needs to do.

So my introduction needs to make it really clear what these instructions are about.

I've got my box plan if I need some ideas and I used that to write my first sentence.

When I introduce who is writing the instructions, which is our expert.

So I've written, "Hello! I am an expert at catching giants." Right, my next sentence, I'm going to say, "I have caught." And I've got my three giants that I have caught.

So capital I, I have, that's sort of a word we just need to know, H-A-V-E, I have caught beanstalk giant, Oh, imagine catching a beanstalk giant.

Alright, I'm looking at that, I actually think beanstalk is one word.

Do you ever get that? When you look at something and you think, I think that it looks like there's a mistake.

Sometimes that means our brain has spotted it.

There we go, that looks much better.

I have caught beanstalk giants.

I've got a list of three, so I need my comma, stone giants.

S-T-O-NE, there we go.

I've got my split diagraph, stone giants.

And even, what was my last giant? Oh, that's right, frost giants.

I don't know how to spell frost, I'm going to use my sounds.

F-R-O-S-T, frost giants.

I think that's the end of my sentence.

I'm going to go back and check though.

I have caught beanstalk giants, stone giants and even frost giants.

Brilliant.

Now I want the readers to know what these instructions are about.

And so far I have let them know that it's about giants and catching giants, but I haven't introduced the most important giant of all, the fire giant.

So I'm going to say now, I love catching fire giants.

I might even say most of all.

So capital M, Most of all, I love catching fire giants.

Now I want my reader to know why it is so important that we catch the fire giants.

And I've put a hyphen in between fire giants as I did with beanstalk there, but I don't think I need that either actually.

So I'm going to edit that out.

Most of all, I love catching fire giants.

So I'm going to let my reader know that although they smell like wood burning and they look like the glowing sun, they are dangerous.

So they must be destroyed.

So they, capital T for they, one of ours that we just have to know T-H-E-Y.

So they smell like wood burning and they look, what do they look like? The glowing sun.

Here we go.

Good, G-L-OW-ING, glowing sun.

Now I don't want to finish it there, they sound pretty great at the moment, they smell like wood burning and they look like the glowing sun, but they are dangerous.

Cool stopping, I'm going to read that back.

They smell like wood burning and they look like the glowing sun, but they are dangerous.

So I've let my reader know that I am an expert at catching giants.

I love catching fire giants and here is why we need to catch them, because they're dangerous.

So now I'm going to, in my final sentence, make sure that they really trust, that they can read the rest of the instructions and defeat the fire giant.

So I'll go and say, if you want to be an expert giants' catcher, read my instructions.

So if you, If you want to be an expert at catching fire giants, read these instructions.

These, one of those, we just have to know T-H-E-S-E, read these instructions.

We can see there, I've used one of my subordinating conjunctions we've been learning about.

If, if you want to be an expert at catching fire giants, read these instructions.

Now that you've seen me write my introduction.

It's time for you to write your introduction.

And I've given you the First sentence here to help you.

Hello! I am an expert at catching giants.

I have caught-- And then from then on, you can use your box plan to help you.

I've got our toolkit here, which we need to be thinking about all the way through.

We need to think about our capital letters, and correct punctuation.

I put here a full stop, a question mark, and an exclamation mark but in our introduction it's most likely we'll only be using capital letters and a full stop.

Then we need to think, does it make sense? You saw me reading back each sentence to see if it made sense.

Have you described the fire giants? So I checked that I had described the fire giants that people knew why they had to be destroyed.

And our final question, have you made it clear what the instructions are about? Because that is the purpose of our introduction.

So you can pause the video now and go and write your very own introduction.

Well done, super-storytellers, you have written the first part of your instructions.

So whoever reads this will know what the rest of your instructions are about.

And we'll be really excited about being able to defeat the fire giants.

So now we're going to write our equipment list.

So you're watching me write mine and then you can go and write yours.

So underneath my introduction, I've written equipment and I've got my box plan here with my equipment box and I made it the purpose of this is to make sure the reader has everything, that is the most important thing here.

So I need to make sure I describe everything in our equipment list.

So the reader knows that they can go and get the right thing.

So I've got, "To catch a giant you will need." Need, N-EE-D and I'm going to put a colon.

To catch a giant you will need: The first thing I need is my shovel, but I need to describe it.

So I call it a strong shovel, a tough shovel.

Oh, I like strong.

I don't want to leave it because then they might get a weak shovel or one that isn't big enough.

So I want to let them know, so I'm going to say, a strong shovel.

In fact, I need my capital A there.

A strong shovel.

Next thing I need is a tall ladder.

A tall ladder.

A red hot chilli pepper, or a bag of red hot chilli peppers.

Oh we're going to need a whole bag, aren't we? A bag of red hot chilli peppers.

Oh, I can't remember what else I need now, let me have a look.

A strong shovel, a tall ladder, the red hot chilli peppers.

Oh, of course, loud.

And I think confident singing voice.

A loud, two adjectives, and then separate them with a comma.

CO-N-F-I-D-ENT.

Confident singing voice.

And last but not least a bucket, a small bucket or a large bucket, I think a large bucket of ice-cold water.

And that is the end of my equipment list.

Now it's time for you to write your equipment list and I've given you the first sentence here.

To catch giant you will need: And then I've given you a bullet point and a capital A.

Here's our tool kit, it's quite simple for our equipment list.

Have you got bullet points with a capital letter and then think, have you described each item? So if you're thinking about the shovel, make sure that your reader knows what sort of shovel they will need.

So you can pause the video now and go and write your equipment list.

Well done superstars, you have already written the introduction in your equipment list.

So in our next lesson, you'll be able to start your instructions.

I wonder though, if you have the energy for a challenge.

Can you improve one sentence in your writing? So for your challenge, you are going to choose one sentence and you're going to see if you can improve it.

You might improve it by adding some missing punctuation.

You might improve it by adding some description or some more language that you think will really help that sentence, or you might extend the sentence using and, but, or so.

I've checked my punctuation and I'm really happy with it, but I wasn't very happy with this sentence.

Most of all, I love catching fire giants because I thought that I could describe the fire giant straight away, so that my reader is interested.

And so that they know why the fire giants should be destroyed there, earlier on.

So I'm going to underline that sentence and I'm going to put a little star next to it.

Then at the bottom of my page, I'm going to have a go at redrafting and improving it.

So most of all, "I love catching--" and I want to think about how I'm going to describe those fire giants.

I'm going to start with, "Most of all," I wasn't paying attention to my handwriting there! Silly Ms Cashin, there we go.

I love catching, and I want to describe them as, Oh, I want my readers to know how awful they are.

So the kids call them the awful fire giants, the mean fire giant or the wicked fire giant.

Oh, I like wicked.

Most of all, I love catching the wicked fire giant.

So I have improved my writing by adding that adjective to describe the fire giants.

Now it's time for you to have a go at the challenge task.

See if you can read back over your work and choose one sentence to improve, think about punctuation description or whether you want to extend it with conjunction like, and, but, or so.

So you can pause the video now, to go and do this.

Well done superstars.

You have done such fantastic storytelling today with your instructions.

I would love to read some of your introductions and equipment lists.

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

If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational, #LearnwithOak because I'd love to read it.

For our next lesson, we will be writing the instructions themselves, I can't wait.

So I hope to see then.

Bye super-storytellers.