Lesson video

Hello, super storytellers.

And welcome to this English lesson.

This is lesson 10 of unit 3.

So it's our very last lesson learning all about instructions.

My name is Ms. Cashin.

And I've been so proud of our work on instructions so far.

We know exactly how to defeat the wicked fire giants now.

So I can't wait for us to finish our instructions today.

We are going to be writing a clear set of instructions and we're going to finish off our instructions that we started in lesson nine.

So let's see what we're going to be doing in our lesson so that we're all ready for our writing.

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

Then we're going to see if we can spot the features of an instruction.

Then we're going to talk through our instructions with our box plan from lesson six.

If you have it, fantastic, but if you don't, don't worry.

Then we're going to write the end of our instructions.

And then we will have a complete set of amazingly clear instructions.

So these are the things that you're going to need in this lesson.

You're going to need an exercise book or piece of paper, and you could even get the instructions that you started yesterday so they carry on.

You could also get your box plan.

You're going to need a pen or a pencil and you're going to need your brilliant brain, but I hope you have that already.

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

Fantastic, super storytellers.

You are ready for our learning today.

So let's get started with our spelling activity.

For our consolidation and review spellings we are looking at spellings that we've already learned about in some earlier units.

If you were here for those earlier units, you might remember these spelling rules.

If you weren't, don't worry, you can still do our spelling activity.

So today we're going to be thinking about two suffixes that you learned about.

The suffix ment, M-E-N-T, and the suffix less L-E-S-S.

Ment.

Less.

Super spelling.

So I've got a word here put your magnet eyes on the word.

Can you read me the word? Move.

I wonder which of our suffixes can we add? Movement, moveless? Movement.

Movement, that is a word, movement.

And there it is.

I have my root word move and I've added my suffix M-E-N-T to it, movement.

Fantastic superstars.

Okay, I've got another word here.

Magnet eyes on our root word.

Can you be read it? Home, super, super reading.

Let's see which of our suffixes could go on the word home.

Homement, homeless, homement, homeless.

Homeless, homeless.

So when we add less it means that we don't have that thing.

So homeless we don't have a home.

And there it is.

Our root word home is the same.

And then we've added L-E-S-S.

I've got an activity for you here.

I have got six root words along the side.

Let's read them.

Hope, excite, fear, enjoy, equip, care.

Fantastic, well done.

I want to know which suffix should go on the end of these words, ment or less? So hopement or hopeless.

When you've worked out which suffix goes on the end, write down the word.

Remember a root word stays the same, we just add that suffix.

So pause the video now to go into your spelling activity.

Well done super spellers.

Let's have a look at what words we created when we added our suffixes.

There they are.

So we had hopeless, excitement, fearless, enjoyment, equipment, and careless.

You can pause the video again and see if you've got these right.

If you did you can give yourself a big tick And if you made any mistakes, you can cross it out, write it correctly so that you'll get it right next time.

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

Well done, super spellers.

Now we're going to see if we can spot the features of an instruction.

There's my first instruction.

Let's have a look and read it together with our magnet eyes.

First, creep up to the giant's house.

Can you tell me what is the time word in that sentence? First, creep up to the giant's house.

Can you tell me? I have lots of learners say that the time word is first.

Fantastic, let's have our next instruction.

Can you tell me, oh, well let's read it first.

Silly Ms. Cashin, get your magnet eyes.

Here we go.

Climb out with ladder when the hole is deep enough.

Climb out with a ladder when the hole is deep enough.

Can you tell me what is the subordinating conjunction in that sentence? What is the subordinating conjunction? Can you tell me? I heard lots of amazing learners say it's when.

We know our subordinating conjunctions are when and if.

So when has given us some detail about what to do with our ladder.

Okay, let's have a look, magnet eyes.

Sing the fire giant's favourite song loudly.

Let's read it again.

Sing the fire giant's favourite song loudly.

What is the imperative verb in that sentence? Can you tell me? Its sing, that's what we've been told to do, sing.

I've got a challenge.

Can you tell me what is the adverb in that sentence that modifies our imperative verb sing? Tells us how to sing.

Sing the fire giant's favourite song loudly.

Where's the adverb? Can you tell me? I had lots of learners say that is loudly, we want to sing loudly.

If we sang that song quietly he might not come out.

Should we sing the fire giant's favourite song? I love it, here we go.

♪ Fire, fire, fire, fire.

♪ ♪ Fire is light and fire is bright.

♪ Now you're going to watch me talk through my instructions from the singing outside the fire giant's house right up to the end.

And then you will have a go at talking through those instructions as well.

If you did lesson six with me you will already have your brilliant box plan.

And we already thought about our instructions.

In lesson eight we wrote our introduction and our equipment list.

Then we wrote our first set of instructions.

So it's just a last box.

We've got quite a lot to do from this singing.

So we're going to start here and we're going to watch the giant get to the holes.

We kind of have to finish this box before we get there.

So watch carefully to see the giant eat the delicious red hot chilis.

When he gets to the hole watch to see that he's distracted.

When you have your chance push him forcefully into the hole.

After that pour cold water on him.

If he hasn't gone out yet pour even more cold water until he is completely extinguished.

So that is the end of mine instructions.

Well done superstars.

It's now time for you to talk to your box plan.

Remember that we're going from after the singing, so we need to watch him eat the chilli peppers up to the end when he's completely put out.

You can think about what you're going to be doing and saying.

You can talk through it and you can even write down some words if you think that's fantastic word I really want to use it in my writing.

And I've got some words here to help you.

I've got some time words.

After that, next, and then.

You could even have finally.

Then I've got some imperative verbs, so wait to see that he eats the chilis.

Watch as goes up the park.

Push him into the hole and pour over cold water.

So you can pause the video now and go into your own talking through your box pan.

Well done storytelling superstars.

You are now going to see me write the end of my instructions.

And then you're going to write the end of your instructions.

So last time I did my instructions.

I got up to the singing, which was instruction number five.

So now I'm up to instruction number six.

And the first thing that I'm going to do is I'm going to wait.

I'm going to wait to see if the fire giant is going to eat those red hot chilli peppers.

So our instruction needs to be, wait for the fire giant to eat the red hot chilli peppers.

Okay, capital W for wait, w ai, t, what for the fire giant.

Wait for the fire giant to eat the red hot chill peppers.

And then full stop at the end of my first instruction.

Right, I'm going to read that back to myself, just to check or I'm going to make that line a bit clearer there.

Wait for the fire giant to eat the red hot chilli peppers.

I think that's a really clear instruction.

I'm really happy with that.

Right, instruction number seven.

The next thing we want to do is we want the fire giant to eat the red hot chilli peppers all the way to the hole so that we can push him in.

But we have to wait for him to reach the hole for us to do that.

So I'm going to start this instruction with a subordinate conjunctions, when.

And that's one of those words, we just have to know W-H-E-N.

And then I say when he reaches the whole then you can push him in.

Because I don't want to try and push him if he's not going to fall into the hole.

So when he reaches, r, ea, ch, es, reaches the edge, and that's D-G-E for dge.

The edge of the hole That's the end of my subordinate clause.

When he reach the edge of the hole push him in.

And I want to make my instruction even clear actually.

I'm going to say pushed him in forcefully so that that fire giant definitely falls in.

Brilliant, right, the next thing that we are going to do is we're going to pour over the ice cold water to put him out.

And that should be the last thing that we do.

So I'm going to finish with the time word finally.

Oh, I think our reader will be really relieved when they realise they've almost got to the end.

And they can make sure the fire giant is no more.

So we need to say finally pour over ice cold water.

I'm just going to add a little bit more detail because you might pour over the ice cold water and the fire giant might not have gone out, especially if it's a really, really big fire giant.

So I'm going to say to my reader if the fire giant is still on fire put on lots more water just so they know what to do.

So we're going to start with that subordinating conjunction.

If, if the fire giant is still on fire pour lots, oh, there's my t, lots, lots more water.

Full stop.

Finally, pour over ice cold water.

If the fire giant is still on fire, pour lots more water.

And that is the end of my instructions.

Right, super storytellers.

Now it's time to finish your instructions.

Remember that this our final set of instructions.

So it's just as important to make sure that they are really clear and they make it really easy for our reader to follow those instructions through.

So I've given you the first instruction here if you would like to use it.

Wait for the fire giant to eat the chilies.

And here's our toolkit.

Remember to check your capital letters and your full stops, just like you saw me doing.

And then read each instruction and think, mmh, does it make sense? Remember, to think about using time words like next, after that, finally.

Our powerful imperative verbs wait, watch, push, pour.

Can you add detail with when and if? And your challenge is to include adverbs like carefully, quickly, and slowly.

So you can pause the video now and go and finish your instruction.

My goodness, you have worked so hard to finish those instructions, such storytelling super stars.

I wonder if you've got the time for a challenge.

You're going to see me do it and then see if you think you could do it as well.

So for my challenge today, I actually found it quite simple to work out how I can improve my writing because it's this very first instruction that I wrote today.

Wait for the fire giant to eat the red hot chilli peppers.

I want to add an adverb to my imperative verb wait.

I want to modify this verb so we know how to wait.

And I thought that a clear winner for the best adverb here is patiently.

I want my reader to know that they need to be patient and it might take the fire giant a long time.

So I am going to put a star here and then I'm going to go down and I'm going to improve it down here.

So I want wait patiently.

Wait patiently for the fire giant to eat the red hot chill peppers.

Full stop and I'm going to read back to make sure it makes sense.

Oh, I'm not sure about my p there.

I might try that again.

Make sure all my peers look the same.

Oh, much better.

Wait patiently for the fire giant to eat the red hot chill peppers.

I am so impressed that you've got the energy for a challenge.

So now can you read back over your work and choose one sentence to improve.

Remember, first to look for your punctuation cause you improve a sentence by adding a capital letter or full stop if you've missed one.

Could you add any description? Could you add any adjectives to our nouns so they're more precise? Could you add any time words? Could you add any adverbs? Or could you add any detail with when and if? Just choose one way to improve one sentence.

So pause the video to go into your challenge.

Well done superstars, you have worked so hard.

I have to say I think I'm the proudest teacher in the world.

I'm so proud of all our learning about instructions.

And I would love, love, love to see some of your writing.

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.

The next unit, unit four, is with me as well.

So I really, really hope to see you then.

Bye superstars.